GBOU SOSH No. 587 DO No. 2

Moscow city

Adopted by the Pedagogical Council

GBOU SOSH # 587 DO # 2

protocol No. 1 dated August 29, 2013.

"Approved" ________________

RSP No. 2

E. V. Bulankina

While developing the “Health” program, we strove to ensure that the system of health-improving work with children developed by us, including innovative forms and methods, would organically enter the life of a kindergarten, and, most importantly, would be liked by children.

The program defines the main directions of children's health improvement in preschool educational institutions, tasks, as well as ways of their implementation.

Relevance of the program

Health is a complex concept that includes the characteristics of a person's physical and mental development, the adaptive capabilities of his body, his social activity, which ultimately provide a certain level of mental and physical performance.

In modern conditions of development of our society, there is a sharp deterioration in the state of health of children, and therefore the improvement of children is one of the priority tasks facing society.

The urgency of the problem of preventing various diseases is determined by the high incidence of preschool children, the negative impact of repeated cases on their health status, and the formation of recurrent and chronic pathology.

Today, there are very few healthy children in preschool age. In recent years, the state of health of children has been progressively deteriorating. The birth of a healthy child has become a rarity, the number of premature babies, the number of congenital anomalies, and the number of children with speech disorders are growing.

There are many reasons for the growth of pathology. These are bad ecology and unbalanced nutrition, decreased physical activity, informational and neuropsychiatric overload.

The possibility of a constant search for ways to strengthen the health of children, the formation of the foundations of a healthy lifestyle in them, the diversified development of motor abilities convinces us that the health-improving influence of physical education, natural factors of nature on the child's body is not fully realized in preschool educational institutions. Therefore, the search for new means of preserving and strengthening the health of children is urgent.

As a result, the kindergarten developed the Health program and its supplements - guidelines for the physical development and health improvement of children in a preschool institution. The Health program has a comprehensive approach to solving the problem of preserving, strengthening and correcting the health of children.

For the implementation of the program in kindergarten, the following conditions are met:

Two medical offices, two isolators, which are equipped with medical equipment

experienced nurse

a gym, which is equipped with the necessary equipment: gymnastic benches, sports mats; gymnastic walls, balls, hoops, ropes and other necessary equipment. The quantity and quality of sports equipment and equipment helps to ensure high motor density of physical activity

in each age group there are sports corners where children are engaged both independently and under the supervision of teachers

in the preschool educational institution there are narrow specialists of a narrow focus: speech therapists, instructor in physical. education

equipped with classrooms of teachers - speech therapists, for group and individual correctional work with children

Program concept

The health of preschool children is socially conditioned and depends on such factors as the state of the environment, the health of parents and heredity, the living conditions and upbringing of a child in a family, in an educational institution. The system of upbringing and education, including physical education, mental health care, and the organization of medical care are significant factors shaping the health of children. It is necessary to begin to form health in childhood, when the experience of recovery is most firmly laid, when the child's natural curiosity, the desire to learn everything and try everything, age-related physical activity and optimism are the stimuli.

Strengthening the health of children should become a value priority of the entire educational and educational work of preschool educational institutions: not only in terms of physical education, but also education in general, organization of the regime, treatment and prevention work, individual correction work, a personality-oriented approach when working with children, weapons parents with the basics of psychological and pedagogical knowledge, their education.Feature the organization and content of the educational process should be an integrated approach aimed at raising the need for a healthy lifestyle in a preschooler.

Basic principles of the program:

1. Scientific principle- reinforcement of all the necessary measures aimed at improving health, scientifically grounded and practically tested methods.

2. The principle of activity and consciousness- participation of teachers and parents in the search for new effective methods and purposeful activities to improve themselves and children.

3. The principle of complexity and integrativity- solving health problems in the system of the entire educational process and all types of activities.

Purpose of the program:

Preserving and strengthening the physical and mental health of children, improving their physical development.

The main directions Health programs are:

Material and technical equipment of the health-improving process in the preschool educational institution.

Upbringing and educational direction.

Treatment-and-prophylactic direction.

Monitoring program implementation.

Objectives and ways of implementing health improvement work in each of the program areas:

I. Material and technical equipment of the health-improving process in the preschool educational institution.

Objective: Improving the health-preserving environment in preschool educational institutions .

Implementation ways:

a) updating the material and technical base:

purchase of tables and chairs for groups according to the height of the children

purchase of a germicidal lamp for the pool

replenish the gym equipment with balls of different sizes, hoops, massage balls, dumbbells, rubber pool mats

b) transformation of the subject environment:

to make the improvement of the sports ground.

to equip a sports ground: with an “obstacle course” for the development of endurance, a gymnastic wall, various small forms for organizing the physical activity of children in the fresh air

restore privacy zones (to relieve emotional stress) in each age group

II. Upbringing and educational direction

Task 1: Organization rational physical activity of children

Caring for the health of children in our preschool educational institution consists of creating conditions conducive to the favorable development of the body. The most controllable factor of the external environment is the motor load, the influence of which, within the limits of optimal values, can have a purposeful effect on health improvement. Motor activity is a natural need for movement, the satisfaction of which is the most important condition for the all-round development and upbringing of a child. Active motor activity promotes:

increasing the body's resistance to the effects of pathogenic microorganisms and adverse environmental factors

improving the reactions of thermoregulation of the body, ensuring its resistance to colds

improving physical performance

normalization of the activity of individual organs and functional systems, as well as possible correction of congenital or acquired defects in physical development

improving the tone of the cerebral cortex and creating positive emotions that contribute to the protection and promotion of mental health

The basic principles of the organization of physical activity in kindergarten:

Physical activity should be adequate to the age, sex of the child, the level of his physical development, biological maturity and health.

Physical activity must be combined with commonly available hardening procedures.

Compulsory inclusion of elements of respiratory gymnastics in the complex of physical education.

Medical control over physical education and prompt medical correction of identified health disorders.

Conducting physical education activities taking into account medical restrictions and the timing of medical withdrawals.

The inclusion of elements of corrective gymnastics in gymnastics and classes for the prevention of flat feet and curvature of posture.

Forms of organization of motor activity in preschool educational institutions:

physical exercises in the gym and on the sports ground

morning exercises

physical education

physical culture leisure, holidays, "Days of Health"

swimming pool

Ways of realizing the rational motor activity of children:

fulfillment of the mode of physical activity by all teachers of the preschool educational institution (see Appendix No. 1)

the predominance of cyclic exercises in physical training for training and improving general endurance as the most valuable health improving quality

the use of games, exercises of a competitive nature in physical education and swimming lessons

Task 2: Fostering a culture of health in children, equipping with knowledge, skills and abilities to form a habit of a healthy lifestyle

The need for physical culture education is emphasized by studies confirming that a person's health depends only by 7–8% on the success of health care and by more than 60% on his lifestyle. In this regard, it is important to educate a culture of health already in preschool childhood. The formation of human culture is primarily due to the process of upbringing, the pedagogical interaction of an adult with a child, a wide range of pedagogical tools and techniques.

Physical culture of a preschooler's health consists of three components:

a conscious attitude to human health and life;

knowledge about health and skills to protect, maintain and preserve it;

competence that allows a preschooler to independently and effectively solve the problems of a healthy lifestyle and safe behavior, tasks associated with the provision of elementary medical care.

To implement this task, it is planned to continue purposeful work on fostering a culture of health, forming habits to a healthy lifestyle through such forms of work with children as:

regime moments

physical education

hardening procedures after a nap

organization and holding of Health days (once a quarter)

such forms of work with parents as:

themed parenting meetings

joint parent-child activities (sports events, entertainment, etc.)

consultations of specialists - pediatrician, teachers, etc. (individual, group, poster, on the website of the preschool educational institution)

Task 3: Mental development of children and prevention of their emotional well-being.

The mental health of children is determined by their full-fledged mental development, which, in turn, involves the development of the basic mental processes of preschoolers - perception, attention, memory, imagination, thinking (analysis, synthesis, generalization, classification), speech. This task is solved through the implementation of the educational program of the preschool educational institution:

Frontal classes with children according to basic and correctional programs, in the structure and content of which great attention is paid to the development of speech, thinking, imagination of children;

Creation of a full-fledged subject-developing environment in groups;

Organization of children's play activities;

Individual correctional work with children of speech therapists.

The most important component in the system of work on the mental development of children is development of graphomotor skills in children.

Statistics from annual surveys show that about 70% of children who entered school from the age of 7, the subject that caused the greatest difficulty, called writing. Among children who have come to school from the age of 6, those are 87.5%.

"Disadvantages" of the traditional system:

In drawing lessons, due to the constant selection of the leading hand, the activity of the non-leading hand decreases, which is not entirely correct.

Long-term performance of exercises in prescriptions (especially with children under 5 years old) leads to rapid fatigue of the child, refusal of activity and other negative reactions due to insufficient development of nerve centers for regulation of movements, as well as small muscles of the hand ("writing spasm").

Currently, "typographic" methods of children's development have become widespread, that is, teachers often use books, sets of plot pictures to stimulate the development of speech, thinking, but back in the 60s of the last century it was scientifically proven that children perceive volumetric objects more fully. than their image in the picture.

Purposeful work to prepare a child for school is carried out mainly in specially organized classes, similar in structure and content (and sometimes duration) to the school lesson. But after all, the leading type of activity in preschool age is the GAME, and the source of the origin of the game is object action (D.B. Elkonin, 1999). That is why, in the preschool period of a child's development, preparation for schooling should be carried out indirectly, primarily through playful activities.

Thus, the use of traditional techniques in preparing preschoolers for mastering the graphics of writing is not effective enough.

The novelty of the approach:

Modern research shows that in order for a child to successfully master the graphics, it is necessary to develop in him:

coordination of hand movements;

spatial representations;

sense of rhythm;

musculo-ligamentous apparatus of the hands.

This requires a certain functional maturity of the cerebral cortex. Important here is formation of interaction of the cerebral hemispheres... Therefore, along with traditional methods of forming graphomotor skills, teachers need to use kinesiological exercises aimed at developing interhemispheric interaction (see Appendix No. 2).

Prevention of emotional well-being in children in our preschool educational institution is carried out in two main directions:

ensuring a more favorable course of the adaptation period for newly arrived children,

creation of a favorable emotional environment in every children's team.

A more favorable course of the adaptation period for newly arrived children is ensured through a complex of psychological and pedagogical measures:

Questioning parents to study the individual characteristics of each child;

Keeping educators of adaptation lists of observations of each child;

Flexible schedule for the sequential introduction of newly arrived children into the group;

A gradual increase in the time spent by children in the group;

Using special pedagogical techniques (introducing the child to life in kindergarten, organizing a photo exhibition “My Family”, introducing children’s favorite home toys into the group subject environment, etc.);

Creation of emotional comfort when putting children to sleep;

Psychological and pedagogical education of parents (group, individual and poster consultations)

The creation of a favorable emotional environment in each children's team is ensured through the use of forms of work, as well as the use of psychological and pedagogical methods and techniques aimed at preventing unwanted affective manifestations in children:

diagnostics of the emotional well-being of children through observation, analysis of the productive activities of children, the use of projective techniques;

ensuring a calm environment in the group room (avoiding excessively loud speech, promptly reacting to conflict situations between children);

mobile, role-playing games, dramatization;

provision of conditions for a full daytime sleep (airing mode, creating a calm atmosphere, adherence to the "rituals" of preparation for sleep);

organization of "corners of psychological relief" (privacy zones for children) in groups;

creating a situation of success for each child in the classroom and in free activities;

formation of a culture of communication among children;

Leisure activities, entertainment, holidays (including joint ones at age parallels, with parents), etc .;

rational use of "music therapy" (used if necessary in the classroom, when performing relaxation exercises, when laying children down for a daytime sleep and waking them up, etc.).

III. Treatment-and-prophylactic direction

Objective: Improving the system of preventive and health-improving work.

Preventive and health-improving work in our preschool educational institution should be aimed primarily at complying with the rules of SanPiN. Much attention should be paid to preventive measures:

ventilate the premises in accordance with the schedule;

wet cleaning of group rooms twice a day;

not to clutter up group and sleeping rooms with furniture, carpets;

to ensure natural lighting of the premises, the curtains on the windows should be shortened;

2 times a year it is necessary to carry out drying, freezing of bedding (mattresses, pillows, blankets);

2 times a year to clean carpets (washing in summer, snow cleaning in winter);

correctly select and arrange indoor plants;

timely (before flowering) to mow lawns and areas;

observe the rules for the use and storage of detergents;

during quarantine measures we strictly adhere to the sanitary and epidemiological regime.

Prophylactic and recreational work with children at the preschool educational institution is carried out:

1) specific immunoprophylaxis ... Its purpose is to strengthen or weaken the formation of immunity to the causative agent of a particular disease. Immunity has clearly declined over the past century. This is evidenced by the increase in chronic inflammatory diseases. Vaccine prophylaxis has become the leading method of combating infectious diseases. Active prophylactic vaccination of children should be carried out at certain periods of life and should be aimed at developing general specific immunity.

2) nonspecific immunoprophylaxis. There are many methods of non-specific prevention of diseases, since they are a set of methods for stimulating the hidden reserves of the body's defenses, improving them, flexibility, and universality. The means of increasing the body's nonspecific resistance include:

hardening activities

non-traditional methods - breathing exercises, massage and self-massage

prevention of posture disorders, scoliosis and flat feet, myopia

Hardening activities

One of the main directions of children's health improvement is the use of a complex of hardening measures.

Hardening is an active process, representing a set of methods for stimulating the hidden reserves of the body's defenses, improving them, flexibility, and versatility. The hardening effect is achieved by systematic, repeated exposure to one or another hardening factor and a gradual increase in its dosage.

It is necessary to carry out a unified approach to health-improving and hardening work with children on the part of all preschool educational institutions and parents.

The leading scientifically grounded methods of effective hardening in our preschool educational institution are:

• a contrast shower, which contributes to the development and improvement of the thermoregulation system, which functions poorly in the first years of life.

  barefoot walking, which is an effective hardening agent, provided it is gradually used by children;

  cyclic exercises in lightweight clothing that do not restrict movement, in class and for walks, which have a good hardening and health-improving effect;

  extensive washing (up to the elbows, washing the face, neck)

New, unconventional methods of immunoprophylaxis

These include breathing exercises, exercises for the prevention of myopia, flat feet and posture disorders, self-massage. These methods must be introduced into the system of health-improving measures.

Breathing exercises: One of the most important goals of organizing correct breathing in children is the formation in them of the basic components of voluntary self-regulation. After all, the breathing rhythm is the only one of all bodily rhythms, subject to spontaneous, conscious and active regulation by a person. The workout makes deep, slow breathing simple and natural, involuntarily regulated.

At the beginning of the course, it is necessary to pay great attention to the development of correct breathing, which optimizes gas exchange and blood circulation, ventilation of all parts of the lungs, massage of the abdominal organs; promotes overall health and well-being. Correct breathing is calming and conducive to concentration.

Breathing exercises should always precede self-massage and other exercises. The main thing is full breathing, i.e. combination of chest and abdominal breathing; it must be performed first lying down, then sitting and, finally, standing. Until the child learns to breathe correctly, it is recommended to put one hand on his chest, the other on his stomach (fix them on top with the hands of an adult - a psychologist, teacher, parents) to control the completeness of respiratory movements.

After completing the breathing exercises, you can start self-massage and other exercises that help increase the child's mental activity, increase his energy and adaptive potential.

A complex of breathing exercises see Appendix No. 3

Self-massage: the mechanism of action of massage is that the excitation of receptors leads to various functional changes in the internal organs and systems. Massage in the area of ​​application has a mechanical effect on the tissues, the result of which is the movement of tissue fluids (blood, lymph), stretching and displacement of tissues, activation of skin respiration.

A set of exercises for self-massage, see Appendix No. 4

Reasonable daily regimen, physical activity, proper nutrition, special exercises for the eyes - all this should take an important place in the complex of measures for the prevention of myopia and its progression, since physical culture contributes to both the general strengthening of the body and the activation of its functions, and the increase in the efficiency of the eye muscles and strengthening the sclera of the eyes.

A set of exercises for the prevention of myopia, see Appendix No. 5

Formation of correct posture. Prevention of flat feet.

In preschool age, the child's posture is just being formed and any violation of the conditions of this formation leads to pathological changes. The skeleton of a preschooler has only features of the musculoskeletal system. Its development has not yet been completed, in many respects it consists of cartilaginous tissue. This determines the further growth and at the same time the comparative softness, flexibility of the bones, which threatens with a violation of posture in case of improper body position, burdening with weight, etc. The wrong posture is especially dangerous for sedentary children, who hold the body in an upright position, do not receive proper development from them.

Posture depends on the general condition of the skeleton, the articular-ligamentous apparatus, the degree of development of the muscular system.

The most effective method of preventing pathological posture is correct physical education child. It should start from the first year of life. This is very important as posture is formed from a very early age. As the baby grows, new means of physical education are gradually included. By the age of 7 in a healthy preschooler, the spine, as a rule, acquires a normal shape and, accordingly, the correct posture is developed.

Flat feet are often one of the causes of poor posture. With flat feet, accompanied by compaction of the arch of the feet, the support function of the legs decreases sharply, the position of the pelvis changes, and it becomes difficult to walk.

The main cause of flat feet is the weakness of the muscles and ligaments involved in maintaining the arch.

Prevention is based, firstly, on strengthening the muscles that preserve the arch, secondly, wearing rational footwear and, thirdly, limiting the load on the lower extremities.

The main means of preventing flat feet is special gymnastics aimed at strengthening the muscular-ligamentous apparatus of the feet and lower legs. Such types of movement and running not only have a good effect on the entire body, but also serve as an effective means of preventing the formation of flat feet. Walking on toes and the outer edges of the foot is especially helpful.

Literature with complexes of exercises for the prevention of flat feet and posture disorders, see Appendix No. 6

For a group of frequently ill children, a preschool educational institution draws up an annual plan of health improvement and hardening. The effectiveness of the recovery of this group is assessed annually.

Communication with specialists of the polyclinic.

To preserve and strengthen the health of children, the preschool educational institution maintains constant communication with doctors of the narrow specialization of the polyclinic. According to the monitoring results, according to the appointment of the district pediatrician and doctors of narrow specialization, health-improving, prophylactic and therapeutic measures are planned and carried out.

Expected results of the program "Health":

decrease in the incidence rate;

consolidation of health-improving measures in the form of a stable mental state;

increasing the level of physical fitness of children;

Monitoring the implementation of the "Health" program

Parameters

monitoring

Criteria

Means, forms of diagnostics

Timing of monitoring studies

Responsible

1. The state of health of the pupils

Attendance, morbidity in children

Children's health groups

Chronic diseases of children

Pigne index (indicator of proportionality of physical development)

Notebook of attendance and incidence

Preventive examination log

Table of distribution of children by health groups

In-depth medical examination: form No. 26-U

Anthropometry

Daily

October, April

March, April

October, April

nurse

Pediatrician

Doctor, m / s

Nurse

2. Physical fitness

The level of development of motor qualities

Express - analysis according to Safonova

September,

May

Physical education instructor

3. Formation of graphic activity and fine motor skills in preschoolers

Formation of visual-manual coordination

The quality of graphic assignments (manual skill)

Methods for determining the formation of visual-manual coordination

September

January

May

Educators

4. Emotional

wellbeing

children in the nursery

garden

The level of adaptation of children of the 1st group to the conditions of the preschool educational institution.

The attitude of children to kindergarten

Adaptation sheet

Parents survey

Aug. Sept

During a year

Educators

1 ml groups

Educators

Motor activity grid

in kindergarten

№ p / p

Kinds

activities

1 junior

2 younger

average

older

Prepare

Motor density

day

evening

day

evening

day

evening

day

Evening.

day

Evening.

Morning reception, games

Morning exercises

75%

Games before and

between

occupations

Physics, games with movements

100%

Physical classes cult.

90-100%

Swimming

100%

Outdoor games for a walk

100

100

100

100

95%

Ind-I work on the development of movements

100%

Self-drive active on a walk

300

300

300

300

300

Having hardened. Procedures

Sport section

100%

Approximate time

2 h. 15

min.

2 hours

min.

2h 40

min.

Zch.

min.

Zch.

min.

Physical education instructor ________________________________

Sidorkina L.I.

Functional responsibilities of preschool educational institutions in the framework of the program "Health"

Head of the preschool educational institution:

general guidance on program implementation

analysis of program implementation - 2 times a year

control over the observance of the protection of life and health of children

Senior educator:

monitoring (together with the teaching staff)

control over the implementation of the program

Pediatrician:

examination of children, detection of pathology;

determination of the assessment of the effectiveness of health improvement, indicators of physical development

Physical education instructor:

determination of indicators of motor fitness of children

prevention of physical development deviations

inclusion in physical education:

• exercises for the prevention of posture disorders, flat feet

  breathing exercises

hardening measures (according to the scheme, Appendix No. 7)

• lightweight clothing for children

holding sports events, entertainment, health days

Teachers:

introduction of health-saving technologies

promotion of healthy lifestyles

conducting recreational activities with children:

• hardening

  breathing exercises

  kinesiological exercises

  self-massage

  exercises for the prevention of flat feet and posture disorders

promotion of health improvement methods in a team of children

Nurse:

promotion of healthy lifestyles

specific immunization (vaccination)

implementation of health-improving and preventive work according to the annual plan

Deputy Head of AHP:

creation of material and technical conditions

control over the implementation of sanitary and hygienic conditions by junior service personnel during the implementation of the program

creating conditions for the prevention of injuries in preschool educational institutions

providing life safety

Cook:

organization of rational nutrition for children

control over the observance of cooking technologies

control over the observance of sanitary and hygienic standards at the catering unit

Junior attendants:

compliance with sanitary protection regime

assistance to teachers in organizing the educational process, physical culture and recreation activities

Appendix 2

KINESIOLOGICAL EXERCISES

"Fist-rib-palm". The child is shown three positions of the hand on the plane of the table, successively replacing each other: a palm on a plane, clenched into a fist, a palm with an edge on the plane of the table, a straightened palm on the plane of the table. The child performs the test together with an adult, then independently 8-10 times. The test is performed first with the right hand, then with the left, then with both hands together. In case of difficulty in performing the exercise, you can invite the child to help himself with commands ("fist" - "rib" - "palm"), pronounced aloud or silently.

Lezginka. The child folds his left hand into a fist, puts his thumb to the side, unfolds the fist with his fingers towards him. With his right hand, with a straight palm in a horizontal position, he touches the little finger with his left. After that, it simultaneously changes the position of the right and left hands for 6-8 position changes. It is necessary to achieve a high rate of change of position.

Ear-nose. Grab the tip of the nose with your left hand, and the opposite ear with your right. Simultaneously let go of the ear and nose, clap your hands, change the position of your hands "exactly the opposite."

"Lock". Cross your hands, palms to each other, interlock your fingers, turn your hands towards you. Move your finger, indicated by the presenter. All fingers of both hands should be consistently involved in the exercise. in the future, children can do the exercise in pairs.

"Mill" Performed while standing. Encourage the children to make simultaneous circular movements with their arms and legs. First, left hand and left leg, right hand and right leg, left hand and right leg, right hand and left leg. First, the rotation is performed forward, then backward, then with the hand forward, and the foot backward. Perform so that the arm and the opposite leg move simultaneously with the rotation of the eyes to the right, left, up, down.

Mirror Drawing. Place a blank sheet of paper on the table. Take a pencil or felt-tip pen in both hands. Begin to draw simultaneously with both hands mirror-symmetrical drawings, letters. Feel the relaxation of your eyes and hands as you do this exercise. When the activity of both hemispheres is synchronized, the efficiency of the whole brain increases markedly.

"Rotation". Rotate the pencil first between the fingers of the right hand, then the left (between thumb and forefinger; index and middle; middle and ring; ring and little fingers; then in the opposite direction). First, the exercise is performed with one hand, then simultaneously with two.

"Arms-legs". Jumping in place with simultaneous movements of the arms and legs.

Legs together - arms apart.

legs apart - hands together.

legs together - hands together.

legs apart - arms apart.

Appendix No. 3

A set of breathing exercises

The teaching of four-phase breathing exercises, which contains stages of equal time: "inhalation-retention - exhalation-retention", is universal. In the beginning, each of them can be 2 - 3 seconds. with a gradual increase up to 7 sec. As already noted, the psychologist first needs to fix the child's hands, which greatly facilitates learning. The psychologist should also count out the indicated time intervals aloud with a gradual transition to the child's independent exercise. Correct breathing is slow, deep, diaphragmatic breathing in which the lungs are filled from the lowest to the highest, in the following four stages:

1st - inhale: relax the abdominal muscles, start inhaling, lower the diaphragm down, pushing the stomach forward; fill the middle of the lungs by expanding the rib cage with the help of the intercostal muscles; lift the sternum and clavicle, fill the apex of the lungs with air.

2nd - pause.

3rd - exhale: lift the diaphragm up and draw in the stomach; lower the ribs using a group of intercostal muscles; lower the sternum and collarbone, releasing air from the tops of the lungs.

4th - pause.

It is best to start practicing breathing exercises from the stage of exhalation, after which, after waiting for a natural pause and waiting for the moment when the desire to inhale appears, take a pleasant, deep breath without tension through your mouth or nose. Care must be taken to ensure that the diaphragm moves and the shoulders remain calm. When doing the exercise while sitting or standing, do not bend forward. All exercises are performed 3-5 times.

1. Make a full exhalation, draw in air slowly through the nose, making sure that the anterior abdominal wall protrudes more and more forward (draw in air freely, without straining). In this case, the diaphragm flattens, increasing the volume of the lungs, the chest expands. For 2 - 5 sec. hold the air, then start exhaling with your mouth, pulling up the abdominal wall; at the end of exhalation, the chest descends. Inhale and exhale smoothly, avoiding jolts.

2. Put your right hand on the area of ​​movement of the diaphragm. Exhale and, when the desire to inhale appears, with your mouth closed, inhale deeply without tension through your nose. Then a pause (to hold the chest in an expanded state). Exhale fully, slowly and smoothly releasing air through the nose. Pause.

3. After exhaling, start breathing through the nose, observing whether the diaphragm, lower ribs and abdominal muscles are working properly, and whether the shoulders are calm. After pausing, begin a gradual, smooth exhalation through the narrow opening formed by the lips. In this case, there should be a feeling that the air stream is a continuation of the air stream coming from the diaphragm. You need to watch out for that. so that there is no tension in the upper chest and neck. When you feel tension, you should, while relaxing, slowly shake your head left and right, back and forth, in a circle.

4. "Ball". Increasing the efficiency of performing breathing exercises is achieved through the use of a figurative representation, connecting the imagination, so well developed in children. For example, the image of a yellow or orange warm ball located in the abdomen (inflating and deflating in the rhythm of breathing, respectively) is possible. The child is also asked to vocalize on exhalation, singing individual sounds (a, o, y, u, x) and their combinations (z goes into s, o - in y, w - in z, x, etc.).

5. "Wind". On a slow exhalation with your finger or the whole palm, interrupt the air stream so that you get the sound of the wind, the cry of an Indian, the whistle of a bird.

6. Sit or stand up straight. Inhale slowly through the nose and exhale slowly through the narrow opening formed by the lips, onto a candle (feather, balloon), which is in front of the child. Do not pull your head forward. The flame should smoothly deviate along the direction of the air stream, then move the candle a little and repeat the exercise; further increase the distance, etc. Pay attention to the child that when the suppository is removed, the abdominal muscles will become more and more tense.

After the child has mastered these skills, you can move on to exercises in which breathing is consistent with movement. They are performed in the phase of inhalation and exhalation, during the pauses, the pose is held.

7. Starting position (i. P.) - lying on your back. According to the instructions, the child slowly raises one arm (right, left), a leg (left, right), then two limbs simultaneously while inhaling and holds them in a raised position during a pause; slowly lowers on exhalation; relaxes during a pause. After that, U. is performed lying on his stomach.

8. I. p. - sit on the floor with your legs crossed, your back is straight (!). Raise your arms up above your head with an inhalation and lower them down to the floor in front of you with an exhalation, bending slightly while doing this. The good thing about this exercise is that it automatically makes the child breathe correctly, he simply has no other option.

9. I. p. The same, or kneel down and sit on your heels, feet together. Straight arms spread out to the sides parallel to the floor. The hands are clenched into fists, except for the thumbs, which are extended outward. With a breath, turn your hands with your thumbs up; with exhalation - down. Option: the arms are extended forward, and the thumbs are rotated to the left and right in time with the breath.

10. I. p. also. Straight arms extended forward or to the sides at shoulder level, palms facing down. With an inhalation, raise the left hand up, while lowering the right one down (movement only in the wrist joint). With an exhalation, the left hand goes down, the right - up.

11. I. p. The same. Breathing: only through the left, and then only through the right nostril. In this case, the right nostril is closed with the thumb of the right hand, and the left one with the little finger of the right hand. Breathing is slow, deep. According to experts in the field of oriental health-improving practices, in the first case, the work of the right hemisphere of the brain is activated, which contributes to calming and relaxation. Breathing through the right nostril activates the work of the left hemisphere of the brain, increasing the rational (cognitive) potential.

12. I. p. - stand up, feet shoulder-width apart, arms down, palms facing forward. On a quick breath, the arms are drawn to the armpits, palms up. On a slow exhalation, they are lowered along the body, palms down. This type of breathing has a powerful mobilizing effect, quickly relieves psycho-emotional stress.

13. I. p. also. On a slow inhalation, the arms are gently spread apart and rise up (or to the sides and to the chest) - "pulling movement". On exhalation - "repulsive movement" - descend along the body, palms down. This exercise is harmoniously combined with the idea of ​​drawing in sunlight and heat, spreading it from top to bottom throughout the body.

14. I. p. - stand up, legs together, hands down. While inhaling, slowly raise your relaxed arms up, gradually "stretching" the whole body (do not lift your heels off the floor); hold the breath. As you exhale, gradually relaxing the body, lower your arms and bend at the lower back; hold the breath. Return to and. P.

15. I. p. - stand up, feet shoulder-width apart, hands clenched into fists, thumbs inside palms, fists pressed to the lower abdomen. On a slow breath, raise your fists over your shoulders, keeping your elbows slightly bent, bend in your back, spread your shoulders and throw your head back; stretch up, straightening your arms and lifting on your toes (imagine that you have just woken up and stretching sweetly). Fix this pose, hold your breath As you exhale, arms down, trying to “reach” the floor with your fingers.

16. The child puts one hand on the chest or stomach and focuses on how the hand rises on inhalation and falls on the exhale. Then, in time with breathing with the other hand, he shows how he breathes (on inhalation, the hand rises to the level of the chest, and on exhalation, it drops). Further, the child should smoothly and slowly raise and lower his hand or both hands at the same time to the beat of breathing, but already by a certain count (by 8, by 12).

In the process of subsequent correction, worked out and fixed (automated) breathing exercises are combined with any of the tasks described below, which requires additional attention from a specialist.

Appendix No. 4

Massage and self-massage

Teaching a child to self-massage is recommended to be carried out in several stages. First, an adult massages his body himself, then with the hands of the child himself, putting his hands on top, only after that the child performs self-massage on his own.

Ask him to describe his feelings before and after the massage: “Perhaps something has changed? What? Where? What it looks like?". For example, the massaged (or other) parts of the body have become warmer, hotter, lighter or covered with goosebumps, become heavy, etc.

Exercises:

« Magic points". Massage of "magic points" increases the body's resistance, improves metabolic processes, lymph and blood circulation. Of course, acupuncture methods are much more extensive, and mastering them will be of great benefit to both the specialist and the child. However, such work should definitely be carried out only by specially trained professionals. Here are examples of those "magic points" (by Prof. AA Umanskaya), which have been tested, have proven their effectiveness and availability with widespread implementation in everyday pedagogical and home practice. In fig. 1 gives points that should be massaged sequentially.

The techniques of this massage are easy for adults to learn and then teach children. Massage of "magic points", produced by rotational movements, should be done daily three times a day for 3 seconds (9 times in one direction, 9 - in the opposite). If you find a painful area in yourself or your child, then it should be massaged in the indicated way every 40 minutes until normal sensitivity is restored. In addition to other effects, continuous massage is beneficial for the child because:

point 1 associated with the mucous membrane of the trachea, bronchi, as well as with the bone marrow. When massaging this area, coughing decreases, blood formation improves;

point 2 regulates the body's immune functions, increases resistance to infectious diseases;

point 3 controls the chemical composition of the blood and the lining of the larynx;

point 4- the neck area is associated with the regulator of the activity of the vessels of the head, neck and trunk. Massage of this point normalizes the functioning of the vestibular apparatus. This point should be massaged not with rotational, but only with translational, pressing or vibrating movements from top to bottom, just like point 5;

point 5 located in the region of the 7th cervical and 1st thoracic vertebrae. Working with it gives a variety of positive effects, including improving general circulation, reducing irritability and sensitivity to allergic agents;

point 6- massage of this point improves blood supply to the mucous membranes of the nose and maxillary cavity. The nose is cleared, the runny nose goes away;

point 7- improves blood circulation in the eyeball and frontal regions of the brain;

point 8- massage affects the hearing organs and the vestibular apparatus;

point 9- massage gives a versatile effect; edema is removed, many body functions are normalized.

1. The child places his palms perpendicular to each other and makes sharp claps (5-10 claps with an interval of about 1 s); places of contact become indentations between the wrist and the lower part of the palm, then the exercise is repeated, but the places of contact become the outer sides of the wrist.

2. Hands are extended forward, hands are clenched into fists; sharp blows are performed first with fists pointing up, then down; during the impact, complete alignment of the lateral surfaces of the clenched fists should occur.

After these stimulating exercises, you can move on to massage and self-massage the various parts of the body.

3. "Shampooing".

A. Fingers slightly apart and slightly bent at the joints. Use your fingertips to massage your head in the direction; 1) from the forehead to the crown, 2) from the forehead to the back of the head, and 3) from the ears to the neck.

B. The fingers are slightly bent, the surface of the nails and the first phalanges are in close contact with the surface of the head behind the ears; the massage is performed by the child with both hands towards each other from the ears to the crown.

4 . "The monkey is combing." The right hand massages the head with the fingers from the left temple to the right side of the back of the head and back. Then the left hand - from the right temple to the left side of the back of the head. In a more complex version, the hands are crossed at the hairline (thumbs on the middle line!); in this position, the child intensively massages the head from forehead to neck and back,

5. "Ears". Ears are rubbed with palms as if they were frozen; warm up three times from top to bottom (vertically); with a reciprocating movement, rub in the other direction (horizontally) (fingers, excluding the thumbs, are connected and directed to the back of the head, elbows forward).

Then close your ears with your palms, and put your fingers to the back of your head, bringing them together. Use your index fingers to lightly tap the back of your head up to three times. This exercise tones the cerebral cortex, reduces the sensation of tinnitus, headache, dizziness,

6. "Eyes are resting." Close eyes. With the interphalangeal joints of the thumbs, make 3-5 massaging movements along the eyelids from the inner to the outer corners of the eyes; repeat the same movement under the eyes. After that, massage the eyebrows from the bridge of the nose to the temples.

7. "Funny noses." Rub the area of ​​the nose with your fingers, then with your palms until a feeling of warmth appears. Rotate the tip of the nose to the right and to the left 3 - 5 times. After that, do 3 - 5 stroking rotational movements with the index fingers of both hands along the nose, from top to bottom on both sides. This exercise prevents a runny nose, improves blood circulation in the upper respiratory tract.

8. Biting and "scratching" the lips with the teeth: the same - the tongue with the teeth from the very tip to the middle of the tongue. Intense lip-flapping and lip rubbing in different directions.

9. "Fish". The mouth is slightly open. Take the upper lip with the fingers of the right hand, and the lower lip with the left. Perform simultaneous and multidirectional hand movements, stretching the lips up, down, right, left. Close your mouth, take both lips with your hands and stretch them, massaging, forward.

10. "Relaxed face". With your hands, run over the face from top to bottom, lightly pressing as when washing (3 - 5 times). Then, with the back of the palm and fingers, gently move from the chin to the temples; “Smooth” the forehead from the center to the temples.

11. "Flexible neck, free shoulders." Massage the back of the neck (from top to bottom) with both hands: stroking, patting, pinching, rubbing, spiraling movements. Similarly: a) massage the left shoulder with the right hand in the direction from the neck to the shoulder joint, then with the left hand massage the right shoulder; b) grab the left shoulder with the right hand and make 5-10 rotational movements clockwise and counterclockwise; the same - with the left hand, then with both hands at the same time.

12. "Owl". Raise your right shoulder up and turn your head to the right, while taking a deep breath; with the left hand, grab the right periosteal muscle and, while exhaling, lower the shoulder. Stretch the captured muscle by breathing deeply and looking behind your back as far as possible. The same with the left shoulder with the right hand.

13. "Warm hands". Raise your right hand up, moving it in different directions. At the same time, the left hand holds the shoulder (forearm) of the right hand, resisting its movement and at the same time massaging it. Then the hands change.

Rubbing and warming up the fingers and the entire hand from the fingertips to the base and back; special attention should be paid to the thumbs. Imitation of "power" washing, rubbing and shaking hands.

14. "House". Fold your fingers like a "house" in front of your chest and press them on each other, first at the same time, then separately with each pair of fingers.

15. "Rocking chair" on the back and abdomen, "Log", "Stretching" are excellent massage for the spine, back and abdominal muscles, internal organs.

16. "Warm legs". While sitting, vigorously rub (knead, pinch) with the right hand the sole, fingers and the back of the foot at the interdigital spaces of the left leg, the same with the left hand with the foot of the right leg. After that, rub (drum) your feet against each other, as well as on the floor.

It is also helpful to stroke the feet and toes with the back of the hand and fingers; rubbing, kneading them and pressing on them with your fingertips and thumb, with the bones of the fingers clenched into a fist, with the edge of the palm, etc.

These exercises have an activating and grounding effect on the body, as well as strengthen the muscles and ligaments of the arch of the foot, relieve fatigue, and prevent flat feet; they are also useful for colds and headaches. A good reinforcement for them is walking barefoot on pebbles, beans, any uneven surfaces (massage mats, slippers, exercise equipment).

Appendix No. 5

Methods for the prevention of visual fatigue and the development of vision in children

(according to V.A. Kovalev)

According to E.S. Avetisova, myopia often occurs in children with deviations in general health. Among children suffering from myopia, the number of practically healthy ones is 2 times less than among the entire group of surveyed schoolchildren. Undoubtedly, the connection between myopia and colds, chronic, severe infectious diseases. In myopic children more often than in healthy children, there are changes in the musculoskeletal system - impaired posture, scoliosis, flat feet. Poor posture, in turn, inhibits the activity of internal organs and systems, especially the respiratory and cardiovascular. Consequently, those who, from the earliest years, move a lot and in a variety of ways, are well tempered, less often myopia occurs even with a hereditary predisposition.

Reasonable daily regimen, physical activity, proper nutrition, all this should take an important place in the complex of measures for the prevention of myopia and its progression, since physical culture contributes to both the general strengthening of the body and the activation of its functions, as well as the increase in the efficiency of the eye muscles and the strengthening of the sclera of the eyes.

Special exercises for the eyes (according to Avetisov).

Special exercises for the eyes are movement of the eyeballs in all possible directions up and down, sideways, diagonally, as well as exercises for the internal muscles of the eyes. They must be combined with general developmental, breathing and corrective exercises. When performing each of them (especially with hand movements), you can also perform eyeball movements, fixing your gaze on the hands or a held object. In this case, the head must be motionless. The amplitude of the eyeball movement is maximum, the pace is medium or slow.

It is important to strictly adhere to the dosage of specific exercises. You should start with 4-5 repetitions of each of them, gradually increasing to 8-12.

OUR REMARKS: according to our observations, we achieved the best results of the impact of such exercises when these exercises were preceded by general developmental exercises. We recommend doing the warm-up at a medium pace, ending with a light jog. Running time - up to 3 minutes. Then we gave exercises for the muscles of the eyes. The stimulating effect of the preliminary warm-up is that in the cortical part of the central nervous system, a local establishment of temporary connections between the motor and visual cortical parts of the analyzers takes place. This stimulated oculomotor functions and light-sensing vision apparatus.

Simulators for kindergarten "Videoazimut"

It is executed in the form of a rectangle drawing on a Whatman paper, on a plywood board, etc. Its dimensions are from 30 x 42 cm to 140 x 330 cm.It serves to develop the convergence of the eyes, will help relieve visual fatigue after classes, working with a computer, etc.

The simulator is executed in the form of a pattern of multi-colored arrows and lines. We propose the general concept of the drawing below.

The outer perimeter of the drawing simulator is marked with red arrows. Their length and width are selected arbitrarily, but we recommend the distance between them is 20 cm, no more. The dimensions of the rectangle can be 150 x 290-320 cm. You need to maintain an approximate aspect ratio of 1: 2. The direction of the red arrows is clockwise.

Having stepped back inward by 10-15 cm, we draw a second green rectangle with arrows in the opposite direction. Their dimensions and width are the same as those of the red rectangle. Then the diagonals of blue (blue) colors are executed. And we will mark the points of intersection of the diagonals with purple or black arrows a small cross, which should not be more than half the side of the red rectangle. The background of the rectangle can be distinguished from the general color by making it white or lighter.

Drawings of cartoon characters can be drawn in the corners and at the points indicated by the central purple arrows.

Place the center of the simulator pattern at a height of 160 cm from the floor. This is about the height at which we can quite calmly, without tension of the neck muscles, perform special exercises on the Videoazimuth simulator.

Exercises (according to the instructions of the teacher):

From a distance of 2-3 meters, looking in front of you, try with one eyes (point of gaze) to trace the drawing of a red rectangle at a fast pace. Do this without moving your head, do it only with your eyes.

Dosage: done as many times as the age of the child, starting at the age of 5.

Then a green rectangle, yellow and blue diagonals and vertical and horizontal (central "cross") are traced, the amplitude of eye movements is large, the tracking speed is average, for those who have mastered the exercises a fast pace.

To make the exercise easier for small children, show the eye movements while standing in front of the children and tell them to "draw" with their eyes a shape along the contour. This is enough to understand the exercise being performed. Some educators use the names of the reference pictures at the corners of our simulator for teams at the initial stage of training. For example: bunny, fox, wolf, bear (game "Kolobok").

Note:

Exercises to prevent myopia are recommended after morning exercises in a group.

Literature:

Wellness work under the "Island of Health" program (p. 57 - Physical exercises for the eyes)

Educator of preschool educational institution №3 - 2008 (p. 11 - Obedient eyes)

Sections: Social pedagogy

Explanatory note

Summer is a truly golden time. Indeed, on how a person is fed by the life-giving force of nature itself, which is activated during this period, what psychological relief he will receive, what positive emotions he will acquire, how he will be enriched, what mood he will receive for the coming year, depends on his further success, the birth and implementation of new plans and ideas. All the more so if this person is a child.

In order for the summer vacations of our children to be useful and productive both for health and for intellectual and creative development, it is necessary to create the most favorable conditions for health improvement and recreation.

Arriving at the camp, children find themselves in a special environment. It is important for the child to develop intensively in a new social environment, to form as a person. During the holidays, the child gets the opportunity to feel freedom and independence, to show self-organization and initiative. And the most important condition for the development of personality becomes a favorable psychological climate of such an environment. Consequently, the conceptual approach is the idea of ​​developing the most favorable, psychologically comfortable climate in the camp. Since the psychological climate in a team is determined by the degree of comfort in relations between its members.

Another important conceptual idea of ​​the program is the development of “creativity” as the basis of a person's creatively active position. The desire for creativity is the most important condition and stimulus for the development of personality. A creative person is more successful in adapting to the changing requirements of life, it is easier to create his own individual style of activity.

“Pedagogy of relations”, and the development of “creativity” is the main idea of ​​this program and is implemented through the organization of the role-playing game “Dobrograd city”. It is based on creative play activities.

The experience of previous years shows that the guys like to live 18 days of shift, performing certain roles, to get used to the characters.

The city "Dobrograd" is the name of the game, where, through the performance of various tasks - collective and individual - on the "Glade of joyful events" (game screen) more and more names of the shift participants appear, indicating their titles and merits.

Children who come to the Orlyonok camp are given the opportunity to feel themselves as an initiator, organizer of ongoing affairs and an active participant in life.

The program is aimed at children between the ages of 7 and 15.

The leading idea of ​​the program - creation of conditions that affirm the ideals of goodness and beauty, spiritual and physical perfection in the life of children.

The variety of life situations reveals various psychological stereotypes, the characters of both children and those who participate in the development of their culture of value orientations. In the interaction of children and adults, the ability and skill to flexibly adapt to the prevailing, established and continuously renewing conditions of life is extremely important. Only in the process of creative self-assertion can a unique personality appear, devoid of painful ambition, ambition, capable of realizing the continuously renewing experience of socio-cultural search, knowledge of universal human values ​​and opportunities for resilience in new conditions.

The development of the program is dictated by:

• An increase in the demand of parents and children for a full, organized recreation of schoolchildren in a country camp;
• Modernization of old forms of work and introduction of new ones;
• Balanced five meals a day;
• Using the natural healing factors of summer.

Purpose of the program: Creation of favorable conditions that ensure a good rest for children, their health improvement and creative development.

Objectives of the program:

• contribute to strengthening the skills of a healthy lifestyle;
• development of various forms of communication in groups of different ages;
• creating conditions for the development of creative potential,
• creating a positive emotional climate in the camp team;
• creation of a system of interaction in the camp team, which is based on positive relationships as the practice of socialization and personality education.

The program was developed taking into account the regulatory documents:

• The UN Convention on the Rights of the Child;
• The Constitution of the Russian Federation;
• RF Law “On Education”.

Basic conditions for the implementation of the Planet of Childhood program:

• ensuring a variety of activities in which the child is included;
• the creation of self-government, which can serve as a source of various types of activity, a factor that helps the development of the team and the individual in the team;
• organization of communication education through collective forms of activity;
• the formation of cognitive interest and the creation of conditions for learning in various forms, as the main type of activity;
• the formation of a team, since a developed team has tremendous educational power, has the ability to see a personality in every child, allows her to open up;
• combination in the process of life of mass, group and individual forms of work;
• personal example of a teacher who is capable of influencing the dynamics of personal relationships in a team by his own behavior;
• development and improvement of the system of methodological support for the activities of teachers;
• organizational and methodological, personnel, material and technical support;
• professional and pedagogical competence of personnel.

Estimated results of the program

• Rallying a temporary children's team;
• Creation of positive motivation for activities in the circles of the MOU DOD "DOOC" during the year;
• High-quality, emotionally - rich health improvement of children;
• Acquisition of new social experience by children;
• Establishing useful contacts among peers in the village and district;
• Increasing the satisfaction of children and their families from the children's camp;
• Consolidation of healthy lifestyle skills;
• Social adaptation in the space of a temporary children's collective;
• Issue of a collection of teaching materials to help organizers and counselors from the experience of implementing the Planet of Childhood program;
• The presence of responses in the media.
• The results of the implementation of the program will be summed up in September 2006 at a meeting of the Interdepartmental Commission for the Rehabilitation and Summer Employment of Minors.

The Planet of Childhood program is based on the principles:

Humanism, which presupposes an attitude towards each child as a value in itself;

Spirituality, manifested in the formation of humanistic spiritual orientations in children and adolescents, the needs for the development and production of cultural values, the observance of moral norms of morality;

Tolerance, tolerance for the opinions of other people, a different way of life;

Individualization, consisting in the fact that everyone gets the freedom to manifest their individual characteristics and abilities to the fullest;

Variability, including a variety of forms of work, recreation and entertainment, as well as various options for technology and content of education.

The implementation of the goals and objectives of the shift consists in organizing the role-playing game "City of Dobrograd", which is located on the territory of the camp "Orlyonok".

All children and adults who come to the camp become participants in the game. Every child needs to walk the road of good deeds. On the way to success, you need to examine, “dig up” and “shovel” the corners of your soul, your knowledge and skills, try to put yourself in the place of another, try on his “clothes” and find your place in the matter of common Success, through individual and collective - creative activity.

“City of Dobrograd” has its own flag, motto, anthem and oath.

Motto:“We are building the city of Dobrograd so that everyone would be happy to live in it!”

Hymn:“It’s not easy to be kind at all, at all, at all…”.

The oath:“Every resident of the city of Dobrograd should be a worthy resident of the city! Strive to become better! Help other residents! Respect the work of the entire team! We swear, we swear, we swear! "

Dobograd residents live in the city. The name of the city obliges to treat each other according to the laws of goodness and justice. The teaching staff should use the words “thank you”, “please”, “be kind” in conversation with children as much as possible.

The city is governed by the Mayor and his ministers:

• The Minister of Finance is the organizer of labor affairs. (The work of "Dobrobank").
• The Minister of Sports is the organizer of sports affairs. (Club "Health").
• The Minister of Culture is the organizer of the Hobby Center and workshops.
• The Minister of Education is the organizer of creative affairs (the work of a creative laboratory ...).
• The Minister of Good is the organizer of all educational work. (Service "Exchange of ideas").
• The Minister of Health is the organizer of thematic conversations, meetings about a healthy lifestyle.

Based on the areas of activity, the main shift period is divided into three stages: “Creativity”, “Community”, “Cognition”. During the shift, there is a study, familiarization, acquisition of practical skills, both individually and in a group and in a team.

The day, in turn, consists of three blocks:

• Morning - Information block (Getting assignments, knowledge). Morning rulers are held;
• Day - Practical block (Getting skills). Work in micro groups, master classes, individual activities. Sports and recreational activities. Preparation for general camp business;
• Evening - Creative block (Consolidation of material). Collective creative activity.

Each new day is held under a common motto, according to the chosen theme of the day. Evening ruler. Every resident of the city receives an individual business card. (see figure # 1)

As the “dobogradtsa” participates in the game throughout the entire shift, “My Road of Success” is filled in recognition of his merits. Symbols in the form of multi-colored men will appear on the business card, informing that our "Dobogradovite" has achieved certain successes and his name will remain in the history of the "City of Dobrograd" and will be noted on the "Glade of Joyful Events".

The participation and success of squads in general camp affairs is also marked by symbols on the game screen. Has its own decryption:

Red symbol: Well done! Everything was great! Keep it up! (1st place).

Green symbol: Good, but it could be better! (II place).

Yellow symbol: You still have a chance (III place).

Blue symbol: So-so, not enough effort and creativity.

During the entire shift, residents of the city receive a monetary unit “Dobreyka” for fulfilling their state duties. (see figure 2)

Each squad has its own checkbook, where income and expenses are entered:

1. Source of income:

• for good training in the "Hobby Center", workshop and creative laboratory;
• for the fulfillment of individual labor assignments;
• for active participation in the preparation and conduct of creative affairs;
• for keeping rooms and buildings clean and tidy;
• for initiative work for the benefit of the city;
• for a high cultural level: behavior, events, communication.

2. Source of expense:

• for bad behavior in the dining room.
• For the bad watch of the detachment.
• For the mess in the rooms and the building.
• For the disorder of the duty detachment on the territory of the city.
• For violation of the laws of the city of Dobrograd.
• For using harsh words.

Throughout the entire shift, any resident of the city can choose a circle in the "Hobby Center", a workshop, a creative laboratory and learn to do what he could not do before and what is significant for his creative and intellectual abilities.

Hobby Center offers:"Origami" - here everyone can learn how to fold paper figures; “Bead to bead” - learn to create beautiful and original beadwork; “Souvenir” - making souvenirs from improvised natural material; "Folklore" - one who loves folk traditions, holidays, rituals.

Workshops:“Master of the game” - here they learn the methodology of conducting game programs; “Good manners by living examples” - for those who are interested in the rules and norms of behavior in the field of etiquette; "Leisya song" - we learn to play the guitar and learn our favorite songs.

Creative laboratories:“Health Club” - for those who are interested in sports activities; “Zavalinka” is for middle-aged and older girls, where you can talk about your girlish concerns over a cup of tea and with a song. “Five steps to yourself” - if you are interested in learning how to communicate with peers, to be able to better understand each other. “Clever and clever people” - all those who want to help and take part in the development and implementation of intellectual, creative deeds are invited. Learn to conduct them yourself.

Throughout the entire shift period, the "Ideas Exchange" service operates, which monitors the level of participation of children in intra-detachment and general camp affairs. Fulfills the wishes and suggestions of city residents. She plans the work and supervises the release of the city newspaper Dobryata. (The work of press officers, conducting express polls, questionnaires, collecting and processing information in the camp).

Every day of the shift ends with an evening "Fire". The main meaning is to appeal to the personality of the child, who comprehends his position in assessing his own affairs and the actions of his comrades, his place in the team.

The forms of the "Ogonyok" are chosen by the counselors, taking into account the proposed diagnostic and analytical methods for organizing a collective discussion of problems, events, and shift matters.

The senior counselor organizes this work. She informs educators about the themes of "Lights" at daily pedagogical planning meetings. Educators - about the results of their work.

In the final period of the shift, all residents, according to the results of the game, are awarded pennants:

"Heart of Danko"- someone who independently, disinterestedly and voluntarily helps and does good deeds for the benefit of all residents of the city;

"Heart to Heart"- someone who is engaged in arts and crafts and can teach this to others.

"Ignite Hearts"- to the one who managed to organize the guys around him for good deeds.

At the end of the shift, each child takes with him a "Backpack of Success", which reflects all the achievements, successes per shift.

Organizational affairs (1-3 days)
Period objectives		Detachment affairs		General camp affairs
Acquaintance of children with teachers and with each other. Acquaintance with the life of the camp. Determination of the structure of the team, the formation of the foundations of collective activity. Adaptation.		"Tell me about yourself" dating spark. Evening "Lights": "My strengths"; "Letter Home". Primary diagnostics. Registration of detachment corners Choosing an asset.		Presentation of units. “Leader's Concert”. Game on stations (based on the materials of the Convention on the Rights of the Child). Festive opening line “House with Windows to Childhood”.
Main period affairs (4-15 days) “Creativity”, “Community”, “Cognition”
Involvement of children in active activities; Creation of favorable conditions for self-realization of children	Preparing for themed days Detachment evening lights: “My company”, “Good evening”, “What is it? Who is he? ”,“ All roads start from a threshold ”,“ Three plus one ”,“ Press conference ”,“ Decision time ” Lesson in circles, workshops, creative laboratories Camp asset work Preparation for general camp affairs; Labor landings; Drawing contests Inter-unit affairs Sports and recreational work.			Acting Day Fun starts Good deeds day Fiction theatrical program "Miracles in Half an Hour" Health day Presentation of circles, workshops. Sports day Day of fun games and fun "Fair of Miracles" Musical competition. "Day of Innocent Deceptions"
D ate the total period (16-18 days)
Summing up the overall results of the implementation of the shift program. Revealing the results of individual and collective achievements Rewarding the organizers and active participants of the shift		Questionnaire Diagnostics Evening lights: “Among friends”; "Sincere conversation" Campfire songs "Guitar in a circle"	Exhibition of creative works of children Newspaper issue Compilation of the shift record Release of shift newsletters Festive closing shift Departure of children

To be included in the game, the children get acquainted with the dictionary of Dobrograd city terms, which will be used during the shift (see Appendix No. 1).

Program implementation mechanism

We lay the basis for the backbone activity during the shift:

Cooperation pedagogy; gaming technologies; group technologies; free labor technologies; technology of creativity.

Each child, in accordance with his desires, skills, interests, falls into the position of an organizer, a participant, or even an author of a case.

To implement the goal and objectives of the program, the following forms of work are used: circles, competitions, KTD, creative laboratories, initiative groups, competitions, exhibitions, tournaments, labor actions, “lights”, role-playing games, business games, fairs, and thematic days.

Activities: leisure, sports, aesthetic, recreational, play, social - labor, communication.

Stages of the program implementation.

Stage name	Activity content	Means and forms of activity
Preparatory period (one month)	Creation of a focal point, Camp program development; Preparation of teaching materials for camp participants; Development of questionnaires; Selection of participants;	Conducting meetings of the focal point; The work of creative groups; Directions of information letters to the district municipality.
Organizational period "Look" (1-3 days)	Check-in, diagnostics of the leadership and creative potential of the shift participants; Launching the game model of the program; Acquaintance with the rules of life of the camp, game acquaintance of the participants of the shift; Formation of self-government bodies, special services.	Opening shift; Presentation of the shift program, Hobby Center, creative laboratories, workshops; Carrying out games for acquaintance in detachments; General camp evening of acquaintances; Carrying out "Lights".
Main period "Search" (4-18 days)	Implementation of the basic principles and ideas of the game model; Inclusion of children in various types of CTD; Implementation of the training program: work of ministries.	The work of the Hobby Center, workshops, creative laboratories; Conducting detachment KTD; The work of self-government bodies; Carrying out general camp affairs; Conducting detachment "Lights"; Conducting thematic days, role-playing and business games.
Total period (19-21 days)	Analysis of the qualitative changes that have occurred with the participants in the shift.	Closing the shift; the final case; analytical work in the detachment; final diagnostics.
Analytical period (3 days).	Reflection; Elaboration of prospects for the development of the program.	Final meeting of the focal point.

Staffing of the program.

The selection of teaching staff for work in the Eaglet camp is carried out on a competitive basis. The planning and organization of the work of the camp is carried out by: methodologists of the institution of additional education, experienced teachers of additional education and general education schools, senior school leaders, psychologists, a music worker, medical workers, students of the Novovarshavsky branch of the Omsk State Pedagogical University.

For the successful implementation of the program, once a month, a special course "Vacation Pedagogy" is held for members of the teaching staff to prepare for work in the Children's School, which allows counselors to acquire skills in organizational, constructive, communicative, and analytical activities. The special course is designed for 24 hours of classroom lessons. (Appendix No. 2)

Methodological support of the program

Methodological support is a purposeful process and the result of equipping teachers, educators, counselors with methodological means and information that contribute to the effective implementation of work in the camp: this is the selection of pedagogical methods and technologies in accordance with the shift program. Use of questionnaire, survey, diagnostic techniques for the participants of the shift (“Rating of expectations”, “I am in a circle”). Game training: “Typewriter”, “Architect”, “Shipwreck”. Communication level: “Where our children rested”, “Geography of the shift”. Methodical work is carried out through the following forms:

• individual and group consultations;
• theoretical and practical seminars;
• methodical planning meetings; evening daily planning meetings;
• publication of methodological collections and recommendations

for the 2014 - 2015 academic year. (taking into account the requirements of the Federal State Educational Standard of preschool education)

INFORMATION

EXPLANATORY NOTE

“Health is a precious thing and,
besides, the only one, for the sake of
which is worth not sparing time,
strength, work and great benefits "

Michel de Montaigne.

The problem of health and its preservation in modern society is more than acute. Long-term research and analysis of the health status of preschoolers suggests that it is deteriorating. The number of healthy children does not exceed 15-20%, the number of functional deviations in almost every child increases. The number of chronic diseases that are diagnosed as early as 3-5 years of age is noted.

High morbidity, unfavorable environmental conditions, a difficult social situation and other unfavorable factors require the development of a certain complex system in the work to improve the health of children from preschool childhood. Studies by domestic and foreign scientists have proved that the period of preschool childhood is a critical period in a child's life. It is at this age that the nervous system, physical and mental health is formed.

How should a child be educated so that he understands the importance of health and knows how to take good care of it? Janusz Korczak shared his observations: “It seems to adults that children do not care about their health ... No. Children, just like adults, want to be healthy and strong, only children do not know what to do for this. Explain to them and they will beware " .

A child's good health determines his ability to work, the ability to easily assimilate what he is taught, to be friendly in communication with peers, and to be able to manage his behavior. Such results can be achieved only if the complex of recreational activities, all daily work to protect and strengthen the health of children, the implementation of the principles will become a priority in preschool institutions. Moreover, all adults, both in kindergarten and in the family, should become participants in this process.

In our preschool institution, child health care is based on his development. The pedagogical team has accumulated rich experience in the physical development, health improvement and health preservation of preschoolers. But life does not stand still, the preschool education system is being modernized. Therefore, there is a need to optimize the already existing system of physical culture and health improvement work of a preschool educational institution. Program "Healthier" became one of the main elements of management of the optimization of health-improving activities of our preschool institution. The program is a system of measures that can influence the health of a child. It is based on the basic principles of a comprehensive program for the development and education of preschoolers "From birth to school" (E. N. Veraksa, T. S. Komarolva, M. A. Vasilyeva).

Purpose and objectives of the program

The purpose of the program: To optimally implement the health-improving, educational and educational direction of physical education, taking into account the individual possibilities of the child's development in all periods of preschool childhood.

Objectives of the program:

• Ensure high-quality work of a preschool institution to strengthen and maintain the health of children.
• To form in children a conscious attitude towards their health.
• To involve parents in the formation of the values ​​of a healthy lifestyle in their children.

Predicted result

• Reducing morbidity and improving the health of pupils.
• Development of the need for a healthy lifestyle in children.
• Creation of an atmosphere of a favorable socio-psychological microclimate for every child.
• Formation of joint traditions of the family and kindergarten for the physical education of the child.

Legal and regulatory framework for the implementation of the program

• RF law "On education"
• Letter of the Ministry of Education dated 02.06.1998 No. 8934-16 "On the implementation of the right of a preschool educational institution to choose programs and pedagogical technologies"
• Letter from the Ministry of Education "On hygiene requirements and maximum load on preschool children in organized forms of education" (dated 14.03.2000 No. 6523-16)
• Sanitary and Epidemiological Rules and Norms San PiN
• DOE charter

Logistics support

• Purchase of massage mats
• Basins for hardening according to V.D. Sonkina
• Thermometers for water
• Floating toys and decorative stones
• Ribbed rubber mats for flat feet prevention
• Individual baby towel
• Aroma oils
• Replenishment of the methodological room with the necessary methodological literature on relaxation, motor, respiratory, oculomotor, finger gymnastics, on the prevention of flat feet, maintaining correct posture
• Replenishment of the wellness environment with non-standard benefits (rugs, massagers, health paths)
• Creation of card files for outdoor games, awakening gymnastics, breathing exercises, hardening, acupressure, finger and articulatory gymnastics
• On the basis of the kindergarten, there is a gym and a swimming pool, which have the necessary conditions and equipment for the implementation of this health program.

Educational support (methodical)

Educational work among teachers

1. Self-education
2. Studying the best practices of colleagues
3. Study of novelties of scientific and methodological literature
4. Application of the acquired knowledge and skills in daily practice
5. Physical culture and recreation work with children with deviations in health

Working with parents

1. Educational work
2. Organization "Schools of Health" in the preschool educational institution
3. The need for joint health improvement of their child in the conditions of a preschool educational institution and a family
4. Recommendations for parents to improve the health of their children.

Section II.

DESIGN AND TECHNOLOGICAL

1. Work on teaching children a healthy lifestyle based on health-preserving technologies is carried out in several directions:
2. Health-saving technologies.

Wellness technology includes:

3. ADAPTATION TO THE CONDITIONS OF THE KINDERGARTEN FOR THE FIRST TIME ATTENDING A KINDERGARTEN.

• Medical examination of children, determination of the health group.
• Acquaintance of educators with parents, the living conditions of the child in the family.
• Parents' questioning - medical, social.
• Information support for parents.
• Acquaintance of children with the group, educators.
• Individual forecasting of the adaptation process.
• Finding mom in the group.
• Consulting parents with a psychologist.
• Step-by-step admission to the group.
• Observation of the behavior of children.
• The use of optimal health-saving technologies in the educational process.

ChapterI.

INFORMATION

EXPLANATORY NOTE

“Health is a precious thing and,

besides, the only one, for the sake of

which is worth not sparing time,

strength, work and great benefits "

Michel de Montaigne.

The problem of health and its preservation in modern society is more than acute. Long-term research and analysis of the health status of preschoolers suggests that it is deteriorating. The number of healthy children does not exceed 15-20%, the number of functional deviations in almost every child increases. The number of chronic diseases that are diagnosed as early as 3-5 years of age is noted.

High morbidity, unfavorable environmental conditions, a difficult social situation and other unfavorable factors require the development of a certain complex system in the work to improve the health of children from preschool childhood. Studies by domestic and foreign scientists have proved that the period of preschool childhood is a critical period in a child's life. It is at this age that the nervous system, physical and mental health is formed.

How should a child be educated so that he understands the importance of health and knows how to take good care of it? Janusz Korczak shared his observations: “It seems to adults that children do not care about their health ... No. Children, just like adults, want to be healthy and strong, only children do not know what to do for this. Explain to them and they will be careful. "

A child's good health determines his ability to work, the ability to easily assimilate what he is taught, to be friendly in communication with peers, and to be able to manage his behavior. Such results can be achieved only if the complex of recreational activities, all daily work to protect and strengthen the health of children, the implementation of the principles will become a priority in preschool institutions. Moreover, all adults, both in kindergarten and in the family, should become participants in this process.

In our preschool institution, child health care is based on his development. The pedagogical team has accumulated rich experience in the physical development, health improvement and health preservation of preschoolers. But life does not stand still, the preschool education system is being modernized. Therefore, there is a need to optimize the already existing system of physical culture and health improvement work of a preschool educational institution. The "Health" program has become one of the main elements of the management of the optimization of the health-improving activities of our preschool institution. The program is a system of measures that can influence the health of a child. It is based on the basic principles of a comprehensive program for the development and education of preschoolers "From birth to school" (EN Veraksa, TS Komarolva, MA Vasilyeva).

Purpose and objectives of the program

The purpose of the program: To optimally implement the health-improving, educational and educational direction of physical education, taking into account the individual possibilities of the child's development in all periods of preschool childhood.

Objectives of the program:

• Ensure high-quality work of a preschool institution to strengthen and maintain the health of children.
• To form in children a conscious attitude towards their health.
• To involve parents in the formation of the values ​​of a healthy lifestyle in their children.

Predicted result

• Reducing morbidity and improving the health of pupils.
• Development of the need for a healthy lifestyle in children.
• Creation of an atmosphere of a favorable socio-psychological microclimate for every child.
• Formation of joint traditions of the family and kindergarten for the physical education of the child.

Legal and regulatory framework for the implementation of the program

• RF Law "On Education"
• Letter of the Ministry of Education dated 02.06.1998, No. 89 \ 34-16 "On the implementation of the right of a preschool educational institution to choose programs and pedagogical technologies"
• Letter of the Ministry of Education "On hygiene requirements and maximum load on preschool children in organized forms of education" (dated 03.14.2000, No. 65 \ 23-16)
• Sanitary and Epidemiological Rules and Norms San PiN
• DOE charter

Logistics support

• Purchase of massage mats
• Basins for hardening according to V.D. Sonkina
• Thermometers for water
• Floating toys and decorative stones
• Ribbed rubber mats for flat feet prevention
• Individual baby towel
• Aroma oils
• Replenishment of the methodological room with the necessary methodological literature on relaxation, motor, respiratory, oculomotor, finger gymnastics, on the prevention of flat feet, maintaining correct posture
• Replenishment of the wellness environment with non-standard benefits (rugs, massagers, health paths)
• Creation of card files for outdoor games, awakening gymnastics, breathing exercises, hardening, acupressure, finger and articulatory gymnastics
• On the basis of the kindergarten, there is a gym and a swimming pool, which have the necessary conditions and equipment for the implementation of this health program.

Educational support (methodological)

Educational work among teachers

1. Self-education
2. Studying the best practices of colleagues
3. Study of novelties of scientific and methodological literature
4. Application of the acquired knowledge and skills in daily practice
5. Physical culture and recreation work with children with deviations in health

Working with parents

1. Educational work
2. Organization of the "School of Health" at the preschool educational institution
3. The need for joint health improvement of their child in the conditions of a preschool educational institution and a family
4. Recommendations for parents to improve the health of their children.

Section II.

DESIGN AND TECHNOLOGICAL

1. Work on teaching children a healthy lifestyle based on health-saving technologies is carried out in several directions:

2. Health-saving technologies.

Wellness technology includes:

3. ADAPTATION TO THE CONDITIONS OF THE KINDERGARTEN FOR THE FIRST TIME ATTENDING A KINDERGARTEN.

• Medical examination of children, determination of the health group.
• Acquaintance of educators with parents, the living conditions of the child in the family.
• Parents' questioning - medical, social.
• Information support for parents.
• Acquaintance of children with the group, educators.
• Individual forecasting of the adaptation process.
• Finding mom in the group.
• Consulting parents with a psychologist.
• Step-by-step admission to the group.
• Observation of the behavior of children.
• The use of optimal health-saving technologies in the educational process.

4.Model of the organization of the motor regime of the preschool educational institution

Physical culture and recreational activities:
	Morning exercises	Daily (5-7 min.)
	Fizminutka	Daily, as needed (3-5 min)
	Outdoor games	Daily for a walk (20-30 min)
	Individual work on the development of movements	Daily during an evening walk (12-15 min)
	Exercise after sleep	Daily combined with air baths (5 min)
Training sessions
	Physical education	2 times per week
	Health and Safety Lessons	Starting from the middle group once a month
	In the pool	Once a week
Independent activities of children
	Independent motor activity	Daily indoor and outdoor
Physical culture events
	Health day	Once a quarter, starting with the younger group
	Physical culture leisure	Once a month (20-40 min)
	Sports and family holiday "Dad, Mom, I am a sports family"	Once a year with parents and pupils of the senior group
	Competition games "Merry starts", "Merry ski track"	Once or twice a year between the senior and pre-school groups

5. Variability of physical culture and recreational activities

Morning exercises in kindergarten is considered as an important element of the motor regime, a means for raising emotional and muscle tone. The content of morning exercises is selected in accordance with the age of the children, taking into account their motor skills, the conditions where it is carried out. Usually, a complex of general developmental exercises for morning exercises is taken from physical education and is repeated for 1-2 weeks. However, other types of physical activity are also permissible.

Morning gymnastics on the street is a wonderful wellness procedure. It is necessary to take into account the following features of conducting morning exercises in the open air:

For all age groups, morning exercises in the air are carried out in the spring-summer period (warm season).

Depending on the weather, physical activity is regulated: with a decrease in temperature, it increases, changing the pace of exercise, with an increase in temperature, it decreases in order to avoid overheating of the body.

Physical education classes are the main form of development of motor skills and abilities of children.

In each age period, physical education has a different focus:

Younger age	Deliver as much pleasure as possible, teach how to use the equipment correctly, navigate the entire space of the hall or sports ground.
Average age	To develop physical qualities, first of all, endurance and strength, to teach elementary insurance when performing sports exercises, which is the basis of physical training in general.
Older age	To pay more attention to the physical training of pupils, to create conditions for the realization of the interests of children, the disclosure of their motor abilities and the education of independence.

The teacher chooses the forms of conducting classes at his discretion, depending on the age of the children, the tasks set, the venue, conditions, personal experience and professional skills. In the younger group, he mainly uses activities of a play, plot nature. With older children, he often conducts training, control and test classes.

Types of physical education

-Traditional form of occupation

-Plot lesson - any physical exercises familiar to children, organically combined with the plot.

-Game lesson - built on the basis of outdoor games, relay games, amusement games.

-Training lesson - with one type of physical exercise (bike, ski).

-Integrated lesson - elements of the development of speech, mathematics, construction, etc., but with the inclusion of an additional task, which is solved through movement.

-Circular training - the basis of such a lesson is a serial (continuous or with an interval) repetition of several types of physical exercises, selected and combined into a complex in accordance with a certain scheme.

-Self-study - children learn to take organizational actions, because they are assigned in turn to warm up, run, and organize the game.

-Lesson-test - are held 2 times a year (September, May) to obtain information about the mastery of basic movements by children - diagnostics of physical qualities.

Health Session Scheme

Properties of essential oils

Essential oils	Healing property
E VC alipt , chamomile Tea tree	Antiseptic (inhibiting the development of pathogenic microbes)
Mint , Orange blossom Lemon	Toning property
chamomile , Jasmine Lavender	Sedative property
Eucalyptus , Peppermint Sage	Bronchitis, throat ailments

6. The structure of the approximate planning of a walk

Types of physical activity of preschoolers during a walk:

General outdoor game for all children.

2-3 outdoor games with subgroups of children.

Individual work with children on the basic types of movements (in accordance with the ATS, included in physical training)

Sports games (in winter - hockey, in spring, summer and autumn - football, badminton, towns, basketball).

Sports exercises (in winter - sledding, skiing, in spring, summer and autumn - riding bicycles, scooters, ball games).

7. The structure of hardening in a pre-school educational institution.

Hardening is an effective form of health promotion for children.

Systematic hardening contributes to the formation in the child's body of the ability to tolerate environmental changes painlessly. Hardening leads to increased metabolism, increases the body's resistance to infectious diseases, has a beneficial effect on the general psychosomatic state and behavior of the child.

When hardening, certain rules should be strictly adhered to, the first of which - gradualness. It is also necessary to consider health status and individual characteristics child. You cannot carry out hardening procedures that the child does not like. They should bring him joy.


In health-improving work, the following are used:

Sparing "Riga" method:

Walking barefoot on a ribbed path with sea salt, rubbing dry feet until reddening.

The method of hardening cryotherapy according to the Sonkin method

(modified and adapted to the conditions of this garden)

Increasing the resistance of the child's body to environmental influences, infections through water cryotherapy

A complex of psychohygienic and psychoprophylactic means and methods:

Relaxation exercises

Morning exercises with music

Dramatization games, role-playing games

Fairytale therapy

Logo rhythmics

Dance-rhythmic gymnastics

"Music therapy" to normalize the emotional state of children

Figurative-game rhythmic gymnastics

Seasonal hardening system

Legend:

Note: Restriction (1-2 weeks) in carrying out hardening procedures - a child after an illness, taking into account the recommendations of a pediatrician.

8. Swimming as a means of hardening the body.

Swimming is an important form of health work. The popularity and necessity of teaching swimming is dictated not only by the growing physical inactivity, but, above all, by the vital necessity of this skill for all people, and especially for children.

In our preschool institution, swimming is taught consistently and systematically. Long-term plans have been developed for all age groups, starting with the 2nd junior.

The physical education instructor developed the tasks of teaching swimming for preschool children:

Acquaintance with the properties of water and overcoming the feeling of fear of it.

Learning how to move along the bottom of the pool in various ways on

different depths.

Learning to immerse yourself in water and open your eyes in it.

Learning to breathe in water (exhalations into water).

Learning to keep the body on the surface of the water on the chest and on the back.

Learning to slide in water on the chest and on the back.

Training in coordination abilities in the water, performing the simplest movements in the water with hands and feet while sliding.

Lightweight swimming training.

Based on these specific tasks and the available program material, the following specific goals for the first year of study are outlined, considered as the goals of the primary education period for each age group:

2 younger group - teach not to be afraid of water, independently enter it, play, perform exercises with objects.

The middle group is to teach not to be afraid of water, to enter it independently, to play and splash fearlessly, to make attempts to lie on the water, as well as to teach to hold and slide on the water for a short time.

The older group is the same as in the middle group, as well as more confident to stay on the water, slide on the water, teach how to exhale into the water, try to swim in a lightweight way, use applied swimming (boards).

The preparatory group for school is the same as in the older group, as well as confidently stay on the water for a longer time, slide, swim in lightweight ways, try to swim with one of the sports swimming methods.

By the end of the school year, most children are doing the assigned tasks. In the preparatory group, children completely master the educational material, learn to confidently swim in the pool in a lightweight way, some children also master swimming by the "Crawl" method on the chest and in complete coordination.

Duration of classes.

For all age groups, the duration of stay in the water is established:

Junior group 10 minutes

Medium group 15 minutes,

Senior group 20 minutes.

Preparatory group - 25 minutes.

The water temperature is maintained within an average range of 29-30 degrees, the air temperature - within 28-30 degrees. In accordance with sanitary rules, the water supplied to the pool is in accordance with GOST 2874-82 "Drinking water".

1 year of study - middle group 4 years

1) Contribute to a decrease in the period of adaptation to water.

2) Teach the lowering of the face into the water.

3) Teach various types of movement in the water.

4) Promote the formation of personal hygiene skills.

5) Promote the education of moral and volitional qualities (courage,

persistence, determination).

Expected Result:

1) Be able to move in the water along the bottom of the pool in various ways.

2) Be able to lower your face into the water.

3) Be able to breathe out into the water.

4) Dive into the water at the support and without support with the head.

2nd year of study - senior group 5 years

1) teach how to perform lying on the chest and on the back

2) teach exhalation into the water, lowering the lips (face)

3) teach the ability to open eyes in water

4) teach the movements of the legs as in swimming by the crawl method on the chest and on the back

5) promote the formation of correct posture

6) foster the development of courage and determination

Expected Result:

1) be able to perform lying on the chest and on the back for 2-4 seconds

2) be able to perform exhalation into the water, lowering the face

3) be able to perform leg movements as in swimming by the crawl method on the chest near the handrail (with a movable support)

3rd year of study - preparatory group 6 years

1) teach how to perform multiple exhalations into the water

2) teach sliding on the chest and on the back

3) improve the movement of the legs as when swimming by the crawl method

chest and back

4) teach the coordinated work of arms and legs when swimming lightweight

ways

5) contribute to the formation of correct posture

6) promote the development of coordination skills

Main result:

1) be able to perform multiple exhalations into water - 3-4 times in a row

2) be able to perform alternating hand movements as in swimming

in a lightweight way, a crawl on the chest (without taking your hands out of the water)

3) be able to swim the pool in a lightweight way on the chest or on the back

4th year of study - preparatory group for school 6-7 years

1) Teach the coordinated work of arms, legs and breathing when swimming in lightweight ways on the chest and on the back.

2) Improve swimming technique in the chosen way.

3) Promote the hardening of the body of children.

4) Promote the formation of correct posture.

5) Promote the education of purposefulness and perseverance.

Expected Result:

1) Be able to perform multiple exhalations into the water 6-8 times in a row.

2) Be able to swim in a lightweight way on the chest or on the back 10-15 meters.

3) Be able to dive a short distance under water - 1.5-2 meters.

Lesson structure:

Swimming lessons are divided into three stages: preparatory, main and final.

The preparatory phase is carried out on land. It includes several general developmental exercises for warming up, warm-ups and simulating preparatory and approaching exercises, which contribute to better assimilation of swimming movements in water.

The main stage is carried out on the water. Exercises to master the swimming technique are performed, the past is repeated, games are held to improve the mastered movements.

The final stage is independent, free swimming (free swimming).

Swimming is taught simultaneously in three directions:

First, the strength of breathing develops, the ability to take a quick and deep breath and a long exhale is formed. For this, a variety of preparatory exercises are used - blowing fluffs, paper snowflakes, etc. from the palm of your hand. (dry sailing). Then, at each lesson, we blow on tennis, balloons, and other toys.

Secondly, children learn various movements in the water, immersion in water, ascent, sliding, movements of the arms and legs as in the crawl swimming.

Thirdly, cultural and hygienic skills and such qualities as courage, dexterity, endurance are brought up.

If, for some reason, swimming is not carried out (quarantine, technical failure, etc.), then it is replaced by an activity on land in a playful way, but with a proper load. The set of exercises "dry swimming" should meet the requirements of the program and prepare children for exercises on the water. Elements of the game are necessarily present in all classes.

Diagnostics.

To track the effectiveness of their work with children in the pool, the correct use of the means and methods of physical education, constant medical and pedagogical control is carried out. Checking and assessing the mastery of motor skills and abilities is the most important link in the upbringing and educational process, it helps to timely make adjustments to the content of classes, to change the nature of pedagogical influences. This is done by diagnosing the swimming fitness of children.

The goal is to determine the levels of swimming ability, the degree of formation of swimming skills and abilities.

1. Revealing the swimming abilities, abilities and skills of children.

2. Determination of strategic objectives for teaching swimming for the academic year.

3. Planning of individual work with children on mastering and development of swimming skills and abilities.

4. Analysis of the dynamics of the level of mastering swimming skills.

The instructor's task is to identify children with low performance in a timely manner in order to help them master swimming skills using an individually differentiated approach.

9. ORGANIZATION OF RATIONAL FOOD FOR CHILDREN

10. Self-massage.

In order to harden and improve the health of children, to relieve muscle tension, to increase the resistance of the child's body to colds, to create a sense of joy and good mood in your children, we offer to carry out self-massage with the child.

Without a doubt, all parents would like their children to grow up healthy and physically strong, not suffering from excess weight and back problems. Now, when children prefer to spend most of their free time at the computer, the problem of a healthy lifestyle is especially relevant. Mastering the basic skills of self-massage is one of the ways for preschoolers to join a healthy lifestyle. Self-massage for children - point, play, in poetry, using massage balls, construction kit parts, pencils and even paper - a great way to relax muscles and get rid of neuro-emotional stress in a fun way.

In order to develop a good habit of massage for children on a regular basis, it does not have to be tiresome for them. The process of self-massage should be fun for children, not painful, evoke positive emotions, and its elements and the sequence of their implementation should be easy to remember. Game self-massage serves for children a good training of imaginative thinking, trains their memory, helps to quickly and easily memorize poems and songs, helps to strengthen mental and physical health.

Acupressure self-massage for children is performed by pressing with fingertips on the skin and muscles at the locations of energetically active points. This type of massage can serve as a relaxing or stimulating agent; when used in combination, it has a positive effect on the child's body. It is used mainly to normalize nervous processes and most often it is self-massage of the soles and toes, hands, head and face. It is necessary to teach children not to press with all their might during the massage, but to press lightly, carefully.

Acupressure self-massage of the face for children

Purpose of massage- prevent colds, learn to control facial expressions. It is performed in a playful way, imitating the work of a sculptor.

1. Stroke the cheeks, wings of the nose, forehead in the direction from the middle of the face to the temples.

2. Press with your fingers on the bridge of the nose, points in the middle of the eyebrows, making rotational movements first clockwise and then counterclockwise. We carry out 5-6 times.

3. Making efforts, applying pressure, "draw" the eyebrows, giving them a beautiful curve. We "sculpt" thick eyebrows with tweezers.

4. With light gentle touches we sculpt the eyes, comb the eyelashes.

5. We move our fingers from the bridge of the nose to the tip of the nose, "sculpting" a long nose for Pinocchio.

Self-massage of the face for children in verse "Nose, wash yourself!"

1. "Crane, open up!" - with the right hand we make rotational movements, "opening" the tap.

2. "Nose, wash yourself!" - rub the wings of the nose with the index fingers of both hands.

3. "Wash both eyes at once" - gently run your hands over your eyes.

4. "Wash your ears!" - we rub our ears with our palms.

5. "Wash yourself, neck!" - stroking the neck in front with gentle movements.

6. "Neck, wash yourself well!" - stroking the back of the neck, from the base of the skull to the chest.

7. “Wash, wash, shower! - gently stroke the cheeks.

8. “Dirt, wash off! Dirt, wash off! " - three palms against each other.

Self-massage for face and neck for children "Indian"

The purpose of the massage is to teach children how to relax the muscles of the face and neck while performing a massage in front of a mirror. Let's pretend we are war paint Indians.

1. Draw "lines from the middle of the forehead to the ears with strong movements - repeat 3 times.

2. "Draw" lines from the nose to the ears, while spreading the fingers wide apart - repeat 3 times.

3. "Draw" lines from the middle of the chin towards the ears - repeat 3 times.

4. "Draw" lines on the neck in the direction from the chin to the chest - repeat 3 times.

5. "It's raining" - lightly tap your face with your fingers, as if playing the piano.

6. “Wipe off the leaked paint from your face,” lightly rubbing your palms over your face, preheating them, rubbing them together.

7. "Shake off the remaining water droplets from your hands", lowering your hands down.

The method of working with children is built in the direction personality-oriented interaction with the child, emphasis is placed on independent experimentation and search activities.

Cognitive material must be combined with practical tasks (wellness minutes - exercises for the eyes, self-massage of the body, exercises for the eyes, posture, breathing exercises, psycho-gymnastic studies).

Available an integrated approach to conducting Health and safety lesson (cognitive activity of children can be combined with visual, musical activity, speech and physical development).

Visual material on the topic of the Health and Safety Lesson should be bright, attractive, interesting to the child.

-Use of artistic word will bring additional emotional attitude to the Health and Safety Lesson

-Respect any answer child, negative reaction is unacceptable.

At the end of the Health and Safety Lesson the basic rules must be clear, reinforcing the topic of the lesson.

Ultimately Health and Safety Lesson should bring children a sense of satisfaction and joy, a desire to come back to class.

Main directions of work

on the formation of the foundations of safe life for preschoolers

12. Ski training at the preschool educational institution

Relevance.

Physical education in kindergarten is largely provided by various types of physical exercises. Among them, skiing takes a large place. Skiing is included in all major preschool education programs. It is accessible and interesting for children.

Skiing has a great impact on the physical development and hardening of the child's body. It involves almost all muscle groups in the work, promotes vigorous metabolism in the body, enhances the functional activity of internal organs, develops muscle sensitivity, promotes the development of spatial orientation and coordination of movements, as children ski in conditions of constant changes in the terrain.

The influence of classes on the body of a preschooler.

Skiing induces the active action of large muscle groups. A sweeping wide range of movements, a constant rhythmic alternation of tension and relaxation of muscles contributes to the development of muscle strength, the more intense and varied the movements, the more actively the body functions.

Teaching children to ski has a positive effect on the formation of the arch of the foot, and also have a beneficial effect on the formation of posture. Positive shifts in improving posture are quite natural, since when skiing, almost all muscle groups and especially back muscles develop and strengthen harmoniously.

Under the influence of skiing, there is a significant development of basic movements (running, jumping, throwing). Thus, teaching children to ski contributes to the formation of motor skills in other types of movements.

Physical activity during skiing is easily dosed within the widest limits, both in terms of the nature of the effect, as well as in volume and intensity. All this makes it possible to recommend skiing for preschool children, their health status and level of physical fitness.

Walking and cross-country skiing are natural physical

exercises close in coordination to walking and running movements. This and

the ease of mastering these exercises and their great health-improving effect is explained.

The effect of skiing on the body is extremely versatile. One stay in the clean frosty air in itself gives an inexhaustible supply of freshness and vigor.

Physical movements in the air are the best way to increase metabolism in the body and have a beneficial effect on the nervous system.

Tempering the body is the best medicine against flu, tonsillitis and other diseases. And from this point of view, skis are good companions of health. Temperature conditions and time of the lesson.

Ski lessons with preschool children are held:

in calm weather at temperatures up to -15 degrees.

When the wind is over 6-10m / sec. classes are not held. With a wind of up to 6 m / sec., Frost should not exceed 10 degrees. Classes are held from 30 to 60 minutes. The individual condition of the child is taken into account (tired, sweating, cold), he can be sent to a group. After class, children

must change into dry underwear (T-shirt, T-shirt, shirt), so there must be a changeable set of clothes in the child's locker.

Skiing is done on a morning walk. At the end of the lesson, the children go to the group.

How to dress a child for class?

It is very important that the child is warm and lightly dressed: a sweater, warm tights, a jacket, warm knitted trousers, and even better - a jumpsuit made of waterproof fabric; on feet - necessarily thick woolen socks, on hands - mittens. A hat, better knitted with a lining, so as not to blow out the ears, but not a fur one. The helmet is very comfortable, it reliably protects and eliminates the need to wrap the child in a scarf. The more trained and hardened your child is, the lighter his "outfit" should be.

Memo.

If the child has any ailments (runny nose, cough, etc.), inform the teacher about it, it is not advisable to engage in such a state.

How to choose the right skis?

They should be in height, the child should reach their end with an outstretched hand, and the height of the sticks should be at the level of the armpits. If the skis are long, it is difficult to control them, and the short ones slide worse and fall into the snow.

Skis are best semi-plastic. Very comfortable in all respects skis with rigid bindings and boots.

To begin with, you can use skis of the height of a child, light plastic under boots or boots with soft fastenings, which must be adjusted to the shoes in which the child will be engaged.

In our preschool, skiing is taught to children from senior preschool age under the guidance of a FC instructor during the morning walk. Each lesson is conducted taking into account the characteristics of the physical development and physical fitness of children. The lessons are divided into three parts.

The purpose of the introductory part is to prepare the body for the upcoming physical activity, the so-called "warming up" of the body. The tasks of the main part of the lesson are to teach children the elements of skiing techniques, the development of dexterity, determination, and courage. The main task of the final part of the lesson is to gradually reduce the load.

At the initial stage of training, children learn to use ski poles only after the children have confidently mastered skiing.

Classes are held on the sports ground where the ski track is laid.

13.Psychological support for the development of children

The main goal of psychological support in preschool educational institutions is to create conditions for maintaining and strengthening the mental health of children, through the implementation of a comprehensive system of psychological and pedagogical activities.

To achieve this goal, the teacher-psychologist uses any psychological technologies that can prevent or correct deviations in the mental development of preschoolers, as well as a number of methods that optimize the development and formation of the child's personality.

Priority tasks of psychological work

1. Implementation of preventive activities in work with children based on early diagnosis and correction of intellectual, emotional and behavioral deviations in preschoolers.
2. Creation and development of a model of interaction between preschooler specialists, parents and relatives of the child, providing an effective impact on the forming personality of a preschooler.

Achieving these objectives is possible with the help of:

Creation of a situation of unconditional acceptance of each child, awareness of teachers and parents of his uniqueness.

Using the methods of psychological support: developing games and exercises; elements of psycho-gymnastics; art therapy and fairy tale therapy methods; sand therapy method; psychodiagnostic tools.

The tasks of social and psychological support are solved by a teacher-psychologist in interaction with various subjects of the educational process (children, parents, teachers).

The educational psychologist of the preschool educational institution carries out its activities in the following areas:

1) Psychodiagnostics.

2) Psychological counseling.

3) Psychological education.

4) Correctional and developmental work.

5) Expert direction.

Psychodiagnostics - identification of the patterns of mental development of pupils in order to provide timely psychological and pedagogical assistance, if necessary.

Psychological correction - active psychological influence on the process of formation of a preschooler's personality, its cognitive, emotional-volitional and behavioral spheres, in order to optimize them.

Correctional and developmental activities

The structure of group and individual correctional and developmental classes consists of the following blocks:

Greetings.

Topic of the lesson.

The main (working) part.

Feedback, summing up the results of the lesson.

Parting.

Methods used in correctional and developmental work

Psycho-gymnastic exercises;

Projective techniques;

Elements of fairy tale therapy;

Sand therapy.

Age orientation of individual correctional and developmental classes

The purpose of correctional and developmental activities	Tasks to be solved	Techniques used
SENIOR AND SECONDARY PRESCHOOL AGES
	Develop an understanding of the feelings, emotions of other people. Develop the ability to understand and express your feelings. Develop the ability to reproduce a range of different emotions with focusing on your own muscle sensations. Develop self-control skills.	Emotional studies; Exercise "Show emotion"; Exercise “Guess the emotion; Reading poetry with various emotional states; Reading stories and fairy tales with a discussion of the feelings of the heroes; Exercise "Opposite emotions"; Exercise "Convey the mood with a pose"; Meditative exercises; Forbidden traffic game;
	Develop mental operations (comparison, generalization, classification).	Guessing riddles; Writing descriptive stories; Composing fairy tales; Exercise "If only ..."; Exercise "How they are similar, how they differ."
	Develop the ability to identify and recognize typical forms of adaptive and non-adaptive behavior. Teaching children to express their feelings in socially acceptable ways. To develop the skills of independent choice and building by children of suitable forms of actions and reactions in different situations.	Conversations with the child about various problem situations that occurred in his life, discussion of how to be in such situations, what should not be done; Replaying problem situations; Art therapy techniques
YOUNG PRESCHOOL AGE
Development of the emotional-volitional sphere of the child's personality	Develop the ability to empathize with other people. Develop the ability to differentiate between positive and negative emotions. Develop the ability to fix your attention on the manifestations of various emotions. Develop the ability to reproduce a range of different emotions in a pattern. Develop the ability to arbitrarily subordinate your behavior to the rules.	Emotional studies; Conversations about feelings that arise in different situations; Working with icons of feelings; Exercise "Show emotion"; Exercise “Guess the emotion; Exercise "Emotional sounds"; Exercise "Convey the feeling by touch"; Reading fairy tales with a discussion of the feelings of the heroes; Exercise "My mood"; Exercise "Animal Feelings"; Imitation games "Mirror", "Monkeys"; Meditative exercises; Forbidden traffic game Play with toys in a portable sandbox
Development of the cognitive sphere of the child's personality	Develop mental operations (comparison, generalization). Develop logical thinking, the ability to establish cause-and-effect relationships. Develop attention and its properties (concentration, volume, switching). Develop auditory and visual memory. Develop spatial awareness.	Composing stories; Telling fairy tales; Exercise "Most Attentive"; Exercise "Magic transformations"; Exercise "Put and Say"; Exercise "Ridiculous"; Exercise "Hidden Objects"; Exercise “What objects can do”; Exercise "Review from memory"; Exercise "Learn by description"; Exercise "How they are similar, how they differ"; Exercise "Do this"
Development of social skills and social behavior	Develop the ability to empathize. To develop the child's ability to understand the feelings, emotions, actions of other people. Formulate standards and stereotypes of behavior acceptable to the child and ways of resolving conflicts. Develop the ability to arbitrarily subordinate your behavior to the rules.	Conversations with the child about various situations that happened in his life, discussion of how to be in such situations, what should not be done; Playing situations; Conversations with the child about feelings that arise in various life situations; Reading stories and fairy tales, discussing the events and experiences of the heroes; Art therapy techniques;

14. Interacting with family.

The child's health depends not only on physical characteristics, but also on the living conditions in the family. This section of the program examines the relationship between the two main social structures: the family and the kindergarten, the child is not a baton that the kindergarten and the family pass on to each other, the work needs to be supported not by the principle of parallelism, but by the interpenetration of two social institutions. Not a single program, even the best one, will be able to give full-fledged results if it is not solved together with the family.

Joint work with the family is based on the following basic provisions that determine its content, organization and methodology:

Unity, which is achieved if the goals and objectives of the upbringing of a healthy child are well understood not only by educators, but also by parents, when the family is familiar with the main content, methods and techniques for improving frequently ill children in kindergarten and at home, and teachers use the best family parenting experience.

Systematic and consistent work throughout the year.

An individual approach to each child and each family based on their interests and abilities.

Mutual trust and mutual assistance of teachers and parents based on benevolent criticism and self-criticism. Strengthening the authority of the teacher in the family, and of the parents in the kindergarten.

Compulsory full awareness of parents about the health of the child, about the nutrition of children in kindergarten, about hardening and health-improving measures, anthropometric data, about vaccinations, about the psychophysical preparedness of the child.

During the implementation of the program, the following tasks are solved:

Improving the efficiency of promoting healthy lifestyles.

Teaching parents modern technologies for hardening and health improvement of children.

Increasing the activity of parents in preventive measures aimed at improving the health of frequently ill children.

Interaction with parents on the issue of maintaining and strengthening the health of children is carried out in the following areas:

1. Educational

2. Cultural and leisure

3. Psychophysical

Educational direction

Visual campaigning (stands, memos, folders - travel, oral magazines)
Interview (collection of information)

Questionnaires, tests, polls

Meetings with specialists

Bulletins (hardening and improving the child at home)

Individual consultations on emerging issues

Round table

Discussions (joint discussion of problems, plans for the future)

Acquaintance of parents with the novelties of literature on the problem of health.

Cultural and leisure direction

Doors open days.

Joint holidays and entertainment.

Organization of evenings of questions and answers.

Psychophysical direction.

Physical education, entertainment with the participation of parents

Sport competitions.

Open events for physical education and health work with frequently ill children

Open classes of a teacher-psychologist with frequently ill children

Trainings, seminars - workshops.

Interaction with parents on the issue of studying parental satisfaction with the quality of educational services provided in the field of children's health improvement is carried out on the basis of monitoring the degree of parental satisfaction with the educational services provided.

Thus, a microclimate is created, which is based on respect for the person's personality, care for everyone, a trusting relationship between adults and children, parents and teachers, that is, the relationship between physical, mental and social components of health is ensured.

ChapterIII.

TERMS OF IMPLEMENTATION OF THE PROGRAM

1. Staffing of physical culture and health-improving work in a preschool institution

The ongoing physical culture and health work would not have an effective result without the implementation of interconnection in the activities of all employees of the preschool institution.

At the preschool educational institution, a system of medical and pedagogical interaction has been thought out, recommendations have been made for the distribution of health-improving work among all employees of the kindergarten:

Pedagogical council of preschool educational institution:

Approves the choice of new health-saving programs, methods, technologies;

Determines the promising areas of physical culture and health improvement work of the preschool educational institution;

Organizes work to protect the life and health of children and employees

Methodical service:

Determines the strategy of the development prospects, the creation of programs for the physical culture and health improvement of the preschool educational institution;

Organizes, improves the content, forms and methods of the educational process;

Creates conditions for the effectiveness of methodological support;

Carries out a comprehensive diagnosis of the level of physical development of children;

Supervises and organizes health and fitness work in the preschool educational institution;

Analyzes, summarizes and disseminates advanced pedagogical experience in physical culture and health-improving work with children.

Medical service:

Carries out prevention, diagnosis, rehabilitation of disorders in the physical development of children;

Introduces non-traditional methods of improving children's health - herbal medicine, aromatherapy, breathing exercises;

Conducts restorative therapy - massage, immunoprophylaxis;

Carries out control over medical and preventive work;

Carries out the organization of rational nutrition for children

Administrative part:

Responsible for equipping the material and technical base

Personnel development prospects

	Events	The timing	Responsible
	Professional development of teaching staff and personnel in health preservation issues at refresher courses, problem seminars	Annually	Manager
	Organization of the work of creative groups on health problems	Annually	Senior educator
	Identification and dissemination of positive pedagogical experience on the preservation and promotion of health of all participants in the educational process in preschool educational institutions	Constantly	Head, senior educator
	Conducting seminars, health-saving consultations with the invitation of specialists	Annually	Head nurse, senior educator

2. Methodological support of health-preserving activities

Prospects for the development of scientific and methodological conditions

health-oriented activities

	Events	The timing	Responsible
	Organization of methodological events (thematic teachers' council, consultation, seminar, etc.) on health preservation issues	Annually
	Development of methodological recommendations on the formation of health preservation competence among preschoolers (lecture notes, health and safety lessons, scenarios of sports events, entertainment, hiking and excursions, visual material, etc.)	Annually	Senior Educator, teachers, specialists
	Equipping educators with methodological aids and recommendations for the implementation of health-saving technologies in preschool educational institutions (purchase of methodological literature, organization of subscription to periodicals)	Annually	Senior Educator,
	Organization of work on educational sports projects	Annually	Senior educator, physical education instructor

3. Development of the material and technical base of preschool educational institutions for the improvement of children

Prospects for the development of a health-saving environment.

P / p No.	Criteria for the medical and social conditions of the stay of children in a preschool educational institution	Development prospects	Responsible
The preschool educational institution has created conditions for the development of young children
	There is equipment for the development of walking and other types of movement of children	Update and replenish game material that promotes activating the movements of babies	Manager Educators
The preschool educational institution has created conditions for the protection and strengthening of children's health
	The preschool educational institution has a medical office, an isolation ward, a treatment room.	Purchase hydromassage foot baths (prevention of flat feet).	Manager Head nurse
The preschool educational institution has special rooms for correctional work with children
	There is a speech therapist office	Update visual-didactic aids	Manager Teacher speech therapist
The preschool educational institution has created conditions for the physical development of children
	There is a gym, sports centers in each group	To update and replenish sports equipment, correction paths for the prevention of flat feet, purchase a variety of simulators	Head, physical education instructor, educators
	Conditions for physical development have been created on the site: a sports ground is equipped, on group sites there is a variety of sports and play equipment	Renew existing sports and play equipment; Checkout the "Path of Health" In winter, on the territory of the preschool educational institution, arrange a ski track.	Head, Senior Educator, Physical education instructor

Ensuring sanitary and hygienic conditions

	Creation of conditions	Responsible
	Compliance with sanitary requirements for the premises, site, equipment.	Manager
	Rational construction of the daily routine	Manager Senior educator Educators
	Organization of the educational process in accordance with the requirements for the maximum educational load of children.	Manager Senior educator Educators
	Fulfillment of the basic requirements for the organization of physical education	Manager Senior educator Head nurse Educators
	Ensuring safe conditions of stay in the preschool educational institution	Manager Head of the economic department Senior educator Head nurse Educators
	Sanitary and educational work (with employees and parents),	Senior educator Head nurse Educators
	Complete balanced nutrition	Manager Head nurse
	Self-massage with children	Head nurse

ChapterIV.

EVALUATION OF THE PROGRAM EFFICIENCY

1.Monitoring the state of work on the health preservation of children

- Regular medical examination conducted by specialists of the children's clinic, the head nurse of the preschool educational institution. The results of studies of the initial state of health and the level of development of children make it possible to determine the main directions of an individual health-improving route for a child.

Work on physical education at a preschool educational institution is based on diagnostics, which is carried out by a physical education instructor with the participation of a senior educator. The results are entered into the child's development chart and are used by educators when planning work with children. The results of the work are discussed at medical and pedagogical meetings and are reflected in the health notebooks drawn up in each group.

Medical and pedagogical control over the organization of physical education in kindergarten is carried out by the head of the preschool educational institution, a nurse, a senior educator. The data are recorded in special protocols indicating conclusions and proposals.

Diagnostics of mental development is carried out in order to determine the individual characteristics of the child. It is conducted by a preschool educational psychologist. The data obtained allow us to simulate an individual strategy of psychological support for each pupil of our preschool institution.

When assessing the physical fitness of pupils, it is necessary to follow certain rules:

Carrying out medical and pedagogical control over physical education (once a quarter at younger, middle and older ages).

The survey is carried out by the same teacher - physical culture instructor, who is fluent in the testing methodology. The teacher's degree of readiness is checked by the senior educator before the diagnosis begins.

On the eve and on the day of testing, the children's day regimen should not be overwhelmed physically and emotionally.

Most of the control exercises (running, jumping, throwing) are carried out in the open air. In unfavorable weather, some measurements can be taken in the hall, the air temperature in which should not exceed + 18 *.

Children's clothing should correspond to the place of the lesson, should be comfortable and lightweight.

It is important that children have a good mood, well-being, and a desire to exercise.

The examination should be carried out no earlier than 30 minutes after eating.

Children are invited in small subgroups, depending on age and examination method.

Before testing, you should carry out a standard warm-up of all body systems in accordance with the specifics of the tests.

Physical fitness testing of children is carried out when they reach 3 years 6 months.

The examination is allowed for children who do not have contraindications for performing tests for health reasons (in accordance with the conclusion of the pediatrician).

Testing is not carried out for a month with children who have had an acute illness, exacerbation of a chronic illness. All the necessary information about the state of health of children is provided by the head nurse to the physical education instructor at the beginning of the school year, additional information - before the diagnosis.

Particular attention is paid to children with increased excitability and motor disinhibition. Such children are under constant supervision by the educator, head nurse, physical education instructor.

The area or gym where children are tested must be prepared (have no foreign objects; be well ventilated; equipment must be firmly fixed, not have sharp corners, etc.).

It is obligatory to insure children when performing motor tasks, this is especially important for running exercises, jumping, endurance exercises.

Psychological diagnostics - study of the pupils of preschool educational institutions, teachers and specialists of the institution, determination of the individual characteristics and inclinations of the personality of a child and an adult, its potential in the educational process and work, as well as identifying the causes and mechanisms of developmental disorders, social adaptation.

Diagnostics of mental development is carried out in order to find out whether the cognitive, emotional, social development of the child corresponds to the average level that is conventionally adopted for a given age group, as well as to determine the individual characteristics of the child's personality.

The data obtained make it possible to further simulate an individual strategy of socio-psychological support for each child. Psychological diagnostics is carried out by an educational psychologist in both individual and group forms.

The following types of diagnostics are used in the work of an educational psychologist:

-Screening diagnostics- is carried out with a group of children and is aimed at identifying children with a particular group of characteristics.

-In-depth psychological diagnostics- is carried out with children in need of correctional and developmental work, at the request of parents, teachers and specialists. As a rule, it is carried out individually.

-Dynamic examination- with the help of which the dynamics of development, the effectiveness of the educational process, correctional and developmental measures are traced.

-Final diagnostics- assessment of the condition of the child (group of children) at the end of the cycle of correctional and developmental work.

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